tag:blogger.com,1999:blog-82674073866980311602024-03-13T20:07:57.860-07:00Spanish and TechnologyAnonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.comBlogger16125tag:blogger.com,1999:blog-8267407386698031160.post-19222475129221102013-04-16T20:33:00.002-07:002013-04-16T20:33:19.030-07:00Reflection<!--[if gte mso 9]><xml>
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Delving into my GAME plan, I was
able to self-evaluate my instructional strategies and identify the strengths
and weakness.<span style="mso-spacerun: yes;"> </span>More importantly, not only
was I was able to identify my weakness, but I was able to specifically address
those shortcomings.<span style="mso-spacerun: yes;"> </span>Working with the
GAME plan enabled me to set goals and develop a plan to meet those goals.<span style="mso-spacerun: yes;"> </span>As an educator, I am constantly evaluating
the learning of students to ensure their skills and knowledge are growing.<span style="mso-spacerun: yes;"> </span>However, as an educator I also need to
continually evaluate my own learning to promote my growth as a leader in the
classroom.<span style="mso-spacerun: yes;"> </span>While developing a GAME plan
may seem difficult and time consuming, the reality is that educators are
already evaluating their strengths and weakness in one way or another; however,
the GAME plan is more precise and systematic. It is crucial to take ownership
of one’s own learning and growth.<span style="mso-spacerun: yes;">
</span>Tasking ownership of one’s own professional growth enables educators to
act in response to the ubiquitous nature and role of technology, ensure our
instructional skills are current, and finally be better equipped to address the
needs of the students (Cennamo, Ross, and Ertmer, 2010).</div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Furthermore,
with continuous change of technology and the impact technology has on today’s
students, it is essential to consider how technology can support and extend
learning beyond the classroom.<span style="mso-spacerun: yes;"> </span>According
to Cennamo, Ross, and Ertmer, (2010) it is critical to integrate technology to
enhance the learning experience.<span style="mso-spacerun: yes;">
</span>Combining technology into a lesson is unbeneficial to students if the
process can be accomplished with out the use of technology.<span style="mso-spacerun: yes;"> </span>In addition, Vikki Davis, (2009) indicates
that technology should allow us as educators to “connect to other people’s
resources and cultures from around the world.”<span style="mso-spacerun: yes;">
</span>Moreover, technology should not be integrated for the sake of
incorporating technology in the classroom (Laureate Education, Inc., 2009). Considering
all the changes in education, expecting educators to examine all the changes
and initiate the necessary changes to better meet the needs of our students is
unrealistic and unproductive for the students.<span style="mso-spacerun: yes;">
</span>It is far more productive for me as an educator to smart small and examine
previous lesson plans and discover ways that technology can enhance students
learning in the classroom.<span style="mso-spacerun: yes;"> </span>Another
transition that has been made is developing more lessons that are problem based
learning lessons.<span style="mso-spacerun: yes;"> </span>Dr. Peggy Ertmer,
(2009) suggests that problem based learning enriches students learning experience
by allowing students to use technology to collect, organize, evaluate, and synthesize
information.<span style="mso-spacerun: yes;"> </span>Most notable, is the
opportunity students have to incorporate authentic tools, language and methods
in finding a solution (Laureate Education, Inc., 2009). </div>
<div class="MsoNormal">
<span style="mso-tab-count: 1;"> </span>Finally, it
is important to understand that incorporating technology does automatically
create authentic instruction or 21-st century learning, but it serve as a
powerful platform for engaging students in authentic learning experiences (Cennamo,
Ross, and Ertmer, 2010).</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="margin-left: .75in; text-indent: -.75in;">
Cennamo, K.,
Ross, J. D., & Ertmer, P. A. (2010). <i>Technology integration for
meaningful classroom use: A standards-based approach</i>. Belmont,
CA: Wadsworth.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Laureate Education, Inc. (Executive Producer). (2009). <i>Spotlight
on technology: Social <span style="mso-tab-count: 1;"> </span>networking and
online collaboration part 1. </i>Baltimore,
MD: Vikki Davis.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Laureate Education, Inc. (Executive Producer). (2009). <i>Spotlight
on technology: Problem-based learning part 1. </i>Baltimore, MD:
Dr. Peggy Ertmer.</div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-42144475830780638182013-03-26T12:26:00.000-07:002013-03-26T12:26:12.713-07:00Monitoring Your GAME Plan Progress<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">This week I have been monitoring my progress </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">toward the goals
in my GAME plan and have extremely fortunate to be working with a well versed
media specialist.<span style="mso-spacerun: yes;"> </span>This week we have
working on facilitating wiki’s and web forums so that I can provide my students
with constructive and timely feedback.<span style="mso-spacerun: yes;">
</span>One of the challenges I am facing is a lack of student
participation.<span style="mso-spacerun: yes;"> </span>Although their
participation is factored into a grade, there is not enough incentive for them
to actively engage and collaborate.<span style="mso-spacerun: yes;"> </span>In
my attempt to gather additional information and materials I came upon Flip Your
Classroom, which details how to create a digital instructional setting.<span style="mso-spacerun: yes;"> </span>In this environment, students receive the
majority of their instruction through video and online presentations outside of
school (Bergmann & Sams, 2012).<span style="mso-spacerun: yes;">
</span>Class time is then spent on the application of skills and mastery of content
(Bergmann & Sams, 2012).<span style="mso-spacerun: yes;"> </span>. Through
reviewing the information form the book I was able to gather new ideas and
tools I could implement into my lesson and further my GAME plan.<span style="mso-spacerun: yes;"> </span>Beyond these insights, Flip Your Classroom
has opened a new arena of teaching which I had not envisioned before.<span style="mso-spacerun: yes;"> </span>Their concept of mastery is so intended with
my pedagogy, that I now have a blue print to execute a flipped classroom.
Although my GAME plan goals do not necessarily reflect a need to integrate
technology into my instruction, the flipped process aligns seamlessly with my
goals of meeting diverse learning needs and creating reflective and
collaborative environment for my students. I was concerned that initially I
would have to completely rework my plan, but I found that the flipped process
was easy to implement and my students have been more willing to engage in the
virtual collaboration and instruction.</span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">As I reflect
further I have come to realize that I need to be more patient and allow the
process time to work.<span style="mso-spacerun: yes;"> </span>Because of the time
of the year, I was hoping for more instantaneous result and an increase in
engagement.<span style="mso-spacerun: yes;"> </span>It was disappointing that
the student initial response and level of enthusiasm did not match my own, but
I needed to take a step back and evaluate what changes needed to take place to benefit
students.<span style="mso-spacerun: yes;"> </span>Once I made adjustments, and
gave the students time to explore the process, I found that engagement
increased along with student enthusiasm. There is always going to be a small
population of students who do not buy into the instruction and there is no
silver bullet to remediate this behavior. <span style="mso-spacerun: yes;"> </span>With this new instructional approach tough, I
am able to focus more on the individual needs of the students and provide added
support (Bergmann & Sams, 2012). </span></div>
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<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">In the coming
weeks I will be able to better determine the overall benefits my students have
been able to reap from this activity, but I need to begin to explore addition
professional development opportunities and resource.<span style="mso-spacerun: yes;"> </span>In order to do this I will need to seek out
resource outside my school district, but I am unsure of what is available and
will be useful.<span style="mso-spacerun: yes;"> </span>This uncertainty is what
will drive my subsequent questions and alterations to my instructional
practices.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">References</span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Bergmann, J.,
& Sams, A. (2012). <i>Flip your classroom: reach every student in every
class every day</i>. Eugene, Or.: International Society for Technology in
Education</span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-no-proof: yes;">International Society for Technology in Education. (2013,
March 10). <i>NETS.</i> Retrieved from International Society for Technology in
Education: http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"></span></div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com5tag:blogger.com,1999:blog-8267407386698031160.post-292003335597916212013-03-20T21:10:00.001-07:002013-03-20T21:11:14.239-07:00Carrying Out My GAME Plan<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">In the 21<sup>st</sup> century classroom it is
essential that teachers remain current and relevant by integrating technology
into their instructional practices.<span style="mso-spacerun: yes;"> </span>Although
this can be a challenge, especially in districts that are under served and lack
the resources to provide staff and student with updated technology tool, it is
a challenge that must be addressed and not allowed to be pushed to the side
with excuses.<span style="mso-spacerun: yes;"> </span>As I mentioned last week
in my game plan outline, I have identified the following ITSE goals as being
areas I need to increase my proficiency in:<span style="mso-spacerun: yes;">
</span>by week seven, “ I will increase my proficiency of student reflection by
promoting and providing students opportunities to reflect using collaborative
tools to reveal and clarify students’ conceptual understanding and thinking, planning,
and creative processes”,<span style="mso-spacerun: yes;"> </span>and by week seven,
“ I will increase my proficiency of customizing and personalizing learning
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abilities using digital tools and resources” (International Society for
Technology Education, 2008).<span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">In order to increase my confidence and proficiency I
know I need to expand upon my current practices and seek out support within my
building.<span style="mso-spacerun: yes;"> </span>There are a number of
resources with in my district that I can utilize to assist in my implementation
of my GAME plan. I have been meeting regularly with my buildings media
specialist, who has been teaching me how to create and develop the online
forums and blogs I detailed in my action plan. We currently use Google Doc and
School Fusion both of which I am still attempting to master.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;"></span>I have also
reached out to our district IT supervisor to help upload and develop digital
resources for student to reference and access.<span style="mso-spacerun: yes;">
</span>Many of these require prior authorization and are not things I could
have done on my own.<span style="mso-spacerun: yes;"> </span>Beyond using my
colleagues as a resource, I have altered the way in which I plan my
instruction.<span style="mso-spacerun: yes;"> </span>In addition to the
differentiation that is currently a part of my lesson, I am searching online
forums for ideas and examples I can integrate into my instruction.<span style="mso-spacerun: yes;"> </span>In particular I am looking at ways in which
my students can gain greater independence in their learning and express their
ideas in new and unique ways.<span style="mso-spacerun: yes;"> </span>I plan to
continue searching for resources well beyond the end of class, but I think I
will need to get some guidance of what additional information is out there and
available. </span></div>
<br />
<br />
References<br />
<br />
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">International Society of
Technology in Education (ISTE): NETS for Teachers 2008 </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><a href="http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx" target="_blank"><span style="color: blue;">http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx</span></a></span></div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com4tag:blogger.com,1999:blog-8267407386698031160.post-55093442772926046382013-03-12T19:17:00.000-07:002013-03-12T19:17:02.505-07:00GAME Plan<!--[if gte mso 9]><xml>
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<table align="left" border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" style="border-collapse: collapse; border: none; margin-left: 6.75pt; margin-right: 6.75pt; mso-border-alt: solid windowtext .5pt; mso-border-insideh: .5pt solid windowtext; mso-border-insidev: .5pt solid windowtext; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-anchor-horizontal: margin; mso-table-anchor-vertical: page; mso-table-left: left; mso-table-lspace: 9.0pt; mso-table-rspace: 9.0pt; mso-table-top: 18.05pt; mso-yfti-tbllook: 160;">
<tbody>
<tr style="height: 17.5pt; mso-yfti-firstrow: yes; mso-yfti-irow: 0;">
<td colspan="2" style="border: solid windowtext 1.0pt; height: 17.5pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">GOAL</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 1;">
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 233.0pt;" valign="top" width="311">
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>By Week Seven, I will increase my
proficiency of student reflection by promoting and providing students
opportunities to reflect using collaborative tools to reveal and clarify
students’ conceptual understanding and thinking, planning, and creative
processes.</span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 234.5pt;" valign="top" width="313">
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">By Week Seven,
I will increase my proficiency of customizing and personalizing learning
activities to address students’ diverse learning styles, working strategies,
and abilities using digital tools and resources.</span></div>
</td>
</tr>
<tr style="height: 17.2pt; mso-yfti-irow: 2;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; height: 17.2pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">ACTION</span></div>
</td>
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<tr style="mso-yfti-irow: 3;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; tab-stops: list .5in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To
promote student reflection using collaborative tools to reveal and
clarify students’ conceptual understanding and thinking, planning, and
creative processes, I will incorporate multimedia tools:</span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l3 level1 lfo2; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Online forums for students to provide peer
feedback and editing opportunities.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l3 level1 lfo2; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">student blogs for journaling about their learning,
thinking, planning, and creative processes</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l3 level1 lfo2; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Online graphic organizers that illustrate and
organize thoughts, ideas, and knowledge content.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l3 level1 lfo2; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Provide students the opportunity to take on the
role as detectives in the problem solving process to gather information to
confirm, modify, or refute a hypothesis.</span></div>
<div class="MsoListParagraph" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<br /></div>
<ol start="2" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l2 level1 lfo3; tab-stops: list .5in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To
customize and personalize learning activities to address students’
diverse learning styles, working strategies, and abilities using digital
tools and resources, I will incorporate multimedia tools to:</span></li>
</ol>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l5 level1 lfo4; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Encourage students to select how they demonstrate
their proficiency and knowledge.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l5 level1 lfo4; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">encourage students to utilize digital tools and
web resources to demonstrate their learning</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l5 level1 lfo4; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Provide students examples that exploit various
senses.</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l5 level1 lfo4; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Provide opportunities and support learners to
practice skills and receive relevant feedback. </span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 4;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">MONITOR</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 5;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l2 level2 lfo3; tab-stops: list .5in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">1.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To monitor the progress of<span style="mso-spacerun: yes;"> </span>my goal on promoting student reflection
using collaborative tools to reveal and clarify students’ conceptual
understanding and thinking, planning, and creative processes, I will ask:</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l6 level1 lfo6; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Are my students making adequate use of the opportunity?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l6 level1 lfo6; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Are the tools and resources promoting students
learning?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l6 level1 lfo6; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Which students need additional support to
effectively utilize the web tools?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l6 level1 lfo6; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What additional training is needed to support
students?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l2 level2 lfo3; tab-stops: list .5in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">2.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To monitor my the progress of goal to customize
and personalize learning activities to address students’ diverse learning
styles, working strategies, and abilities using digital tools and resources,
I will ask:</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l1 level1 lfo7; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">a.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Are my students making adequate use of the
opportunity?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l1 level1 lfo7; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">b.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Are the tools and resources promoting students
learning?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l1 level1 lfo7; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">c.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Which students need additional support to
effectively utilize web tools?</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 1.0in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l1 level1 lfo7; tab-stops: list 1.0in; text-autospace: none; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"><span style="mso-list: Ignore;">d.<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What additional training is needed to support
students?</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 6;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">EVALUATION</span></div>
</td>
</tr>
<tr style="mso-yfti-irow: 7; mso-yfti-lastrow: yes;">
<td colspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 467.5pt;" valign="top" width="623">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly;">
<br /></div>
<ol start="1" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level1 lfo5; tab-stops: list .5in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To
evaluate<span style="mso-spacerun: yes;"> </span>my goal on promoting student
reflection using collaborative tools to reveal and clarify students’
conceptual understanding and thinking, planning, and creative processes,
I will find the answer to:</span></li>
<ol start="1" style="margin-top: 0in;" type="a">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Did the students adequately use the
opportunity? </span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Did the tools and resources promote student
learning?</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What changes need to take place in order to
support students more effective?</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What classes or staff development courses
are available to increase my skills and knowledge?</span></li>
</ol>
</ol>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; text-autospace: none;">
<br /></div>
<ol start="2" style="margin-top: 0in;" type="1">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level1 lfo5; tab-stops: list .5in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">To
evaluate my the progress of goal to customize and personalize learning
activities to address students’ diverse learning styles, working
strategies, and abilities using digital tools and resources, I will find
the answer to: </span></li>
<ol start="1" style="margin-top: 0in;" type="a">
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Did the students adequately use the
opportunity? </span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Did the tools and resources promote student
learning?</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What changes need to take place in order to
support students more effective?</span></li>
<li class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: page; mso-element-frame-hspace: 9.0pt; mso-element-top: 18.05pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; mso-layout-grid-align: none; mso-list: l4 level2 lfo5; tab-stops: list 1.0in; text-autospace: none;"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">What classes or staff development courses
are available to increase my skills and knowledge?</span></li>
</ol>
</ol>
</td>
</tr>
</tbody></table>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">References:</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">Cennamo, K., Ross, J. & Ertmer, P. (2009).
Technology integration for meaningful classroom<span style="mso-tab-count: 1;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>use:
A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont,
CA:<span style="mso-tab-count: 1;"> </span></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>Wadsworth,
Cengage Learning.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoBibliography" style="line-height: 200%; margin-left: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 200%; mso-no-proof: yes;">International Society for Technology in Education. (2013,
March 10). <i>NETS.</i> Retrieved from International Society for Technology in
Education: http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2</span></div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-61813890676598751152013-02-02T18:31:00.001-08:002013-02-02T18:31:16.655-08:00Think Out Loud Evaluations<a href="c:\Users\Alvarado%20Family\Desktop\2013-02-02_1910.swf" target="_blank">C:\Users\Alvarado Family\Desktop\2013-02-02_1910.swf</a>Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-38453680476527483622012-10-19T07:25:00.004-07:002012-10-19T07:25:57.875-07:00Reflection<!--[if gte mso 9]><xml>
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<br />
<div class="MsoBodyTextIndent">
<span style="mso-spacerun: yes;"> </span>As I reflect
upon my personal theory of learning, I am came to realize that in my
instructional practices rely more on the differing <span style="mso-spacerun: yes;"> </span>instructional strategies I have chosen for an
activity than the theory behind learning. In week one, I identified the
learning theory that I have subscribes to <span style="mso-spacerun: yes;"> </span>intertwines with the Constructivist’s view on
student learning. The Constructivist theory on student learning utilizes the
student’s prior knowledge to explore new information to create new learning experiences
(Kim, 2012). The purpose of learning is not simply to regurgitate facts or
information, but rather the purpose of learning is to be able to apply the
knowledge appropriately. In addition to drawing on experiences, Constructivist has
established that trial and error is essential for the student to experience
both the positive and negative outcomes in learning. In my philosophy, implementing
the ideas of the spiral curriculum is an opportunity to revisit the skills and
ideas to apply the skills towards a new concept (Kim, 2012). </div>
<div class="MsoBodyTextIndent">
<br /></div>
<div class="MsoBodyTextIndent">
In week, one I stated that my approach to the
Foreign Language Standards allows concepts to be mastered and then revisited throughout
the course. For example, not only must students exhibit the ability to
translate numbers zero through one hundred in Spanish, but students must also
illustrate the capability to apply this information in a variety of scenarios. It
is essential that students are able to delve deeper into their understanding as
they are attempting to transfer their existing knowledge to a new learning
experiences.<span style="mso-spacerun: yes;"> </span>Although I was able to gain
a variety of new ideas regarding various learning theories, I have found that fundamentally
my ideals and views towards learning has remained the same.<span style="mso-spacerun: yes;"> </span>What has changed for me is a more deliberate
intent to select instructional strategies that will gain the highest yield and benefit
for my students.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoBodyTextIndent">
<br /></div>
<div class="MsoBodyTextIndent">
In reflecting upon the technology tools, the two
that I have begun to incorporate more into my instruction has been Voice
threads and virtual field trips. The field trips in particular have allowed my
students to explore Latin culture in a way that was not feasible in a
traditional classroom.<span style="mso-spacerun: yes;"> </span>I also have begun
to incorporate more graphic organizers that are constructed in a virtual environment
to help student’s synthesis and organize information. What I have gained from
this class in terms of my understanding and application of technology is how to
take tools that were originally conducted paper and pencil and convert them to
a virtual environ. This leap has greatly enhanced my students understanding and
allowed me to be a better educator</div>
<div class="MsoBodyTextIndent">
<br /></div>
<div class="MsoBodyTextIndent">
Two goals I have for myself in relation to integrating
technology into my instructions <span style="mso-spacerun: yes;"> </span>are to
ensure the 1) technology is integrated into my lesson planning in a meaningful and
intentional manner. In essence when I incorporate a piece of technology it is
not for the sake of simply ensuring I have technology is a part of my
instruction. More that the technology tool enhance student learning and helps
them to develop a deeper understanding of the content. My second goal is 2)
implement technology on a consistent basis. Overall I want to ensure that the
tools I have gained through this class are not merely applied during the course
work but become part of my teaching repertoire. In order to accomplish this, I
need hold myself accountable and continue to reflect upon my instructional
practices.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoBodyTextIndent" style="line-height: normal;">
<br /></div>
<div class="MsoBodyTextIndent" style="line-height: normal;">
References</div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
<br /></div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
Constructivism.
(n.d.). Funderstanding: Education, Curriculum, and Learning Resources.
Retrieved March 3, 2012, from http://www.funderstanding.com/content/constructivism</div>
<div class="MsoBodyTextIndent" style="line-height: normal;">
<br /></div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
Constructivist
Theory." Instructional Design. Retrieved September 08, 2012. </div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
<http://www.instructionaldesign.org/theories/constructivist.html>.</div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
<br /></div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
Kim, B.
(2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on
learning, teaching, and technology. Retrieved September 6, 2012 from </div>
<div class="MsoBodyTextIndent" style="line-height: normal; text-indent: 0in;">
http://projects.coe.uga.edu/epltt/</div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-45754965251659912422012-10-03T20:28:00.004-07:002012-10-03T20:53:04.144-07:00Connectivism and Social Learning in Practice<!--[if gte mso 9]><xml>
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<span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%;">The principles behind social learning theory as defined by Albert
Bandura assert that learning occurs from observation, imitation and the
modeling of your peer group and environment.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span>Social learning theory
subsequently identifies human behavior in terms of “continuous reciprocal
interaction between cognitive, behavioral, and environmental influence”<span style="mso-no-proof: yes;"><span style="mso-spacerun: yes;"> </span>(Social
Learning Theory (Bandura), 2012)</span>.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>As a
bridge between behaviorism and cognitive theory, Bandura suggested that one’s
behavior was not simply the result of the environment in which they are reared
and reside in, but that one’s personality is </span><span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">influenced by the environment,
behavior, and one’s psychological processes (Social Learning, 2012).<span style="mso-spacerun: yes;"> </span>It is the interaction between these facets that
essentially influence the development of one personality, behavior and
subsequently the learning of information.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">As
stated, the observation and modeling of interactions and behavior greatly
influence how one learns and interprets information.<span style="mso-spacerun: yes;"> </span>In order though for effective modeling to
occur, Bandura identified four necessary conditions: <span style="mso-spacerun: yes;"> </span>attention, retention,<span style="mso-spacerun: yes;"> </span>reproduction, and motivation (Social
Learning, 2012).<span style="mso-spacerun: yes;"> </span>Attention and retention
refers to the amount and quality of attention paid to a given situation or
individual and the ability to maintain that information in one’s memory.<span style="mso-spacerun: yes;"> </span>Meanwhile, reproduction and motivation relates
to the ability to reproduce a given behavior or activity, and the overall desire
one has to imitate a given action.<span style="mso-spacerun: yes;"> </span></span></div>
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<br /></div>
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<span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;">In
the classroom environment, there are number of ways in which educators can
incorporate social learning theory into their instructional practices.<span style="mso-spacerun: yes;"> </span>Cooperative learning is an instructional strategy
in which students develop artifacts and gain knowledge through interacting with
one another in a group setting. The MREL asserts that effective cooperative
learning groups are: not based solely on ability, groups should be small in
size, and should be used consistently but not as the primary instructional
practice within the classroom environment </span><span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";">(Pitler,
et al, 2007).<span style="mso-spacerun: yes;"> </span></span><br />
<br />
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span>As a result, cooperative
learning groups offer a number of opportunities to incorporate technological
resources.<span style="mso-spacerun: yes;"> </span>One of the most common
technological tools utilized are projects that include the creation of a video
artifact.<span style="mso-spacerun: yes;"> </span>Through the use of a rubric
and clearly defined norms, students are able to develop a multitude of projects
both inside and outside of the classroom environment.<span style="mso-spacerun: yes;"> </span>Another technology tool that incorporates
cooperative learning practices is web quests.<span style="mso-spacerun: yes;">
</span>These scenario based tools allow groups to work on differing aspects of
a common problem outside of the brick and mortar environment.<span style="mso-spacerun: yes;"> </span>They challenge students to extend their
learning beyond the concrete and engage in higher level thinking skills.<span style="mso-spacerun: yes;"> </span>Again when paired with a rubric and norms, a
web quest can become an extremely powerful tool for instruction. </span><span style="font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Pitler, H., Hubbard, E. R., Kuhn, M., & Malenoski, K.
(2007). Using technology with<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">classroom instruction that work.
Alexandria, VA: ASCD.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoBibliography" style="margin-left: .5in; text-indent: -.5in;">
<span style="color: black; font-family: "Georgia","serif"; font-size: 12.0pt; line-height: 107%; mso-themecolor: text1;"><i><span style="mso-no-proof: yes;">Social
Learning Theory (Bandura)</span></i><span style="mso-no-proof: yes;">. (2012,
October 1). Retrieved from Learning Therories.com:
http://www.learning-theories.com/social-learning-theory-bandura.html</span></span></div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-84445318750531192692012-10-03T12:11:00.000-07:002012-10-03T12:11:50.922-07:00Voice Trend Presentation<a href="http://voicethread.com/share/3479855/" target="_blank">voicethread.com/share/3479855/</a><br />Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-38843841397497665652012-09-26T18:57:00.000-07:002012-09-26T18:57:06.651-07:00Constructivism in Practice<!--[if gte mso 9]><xml>
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<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">In our
study of learning theories and instruction practices we have explored
behaviorism and cognitive philosophies, our attention will now turn to the
constructivism.<span style="mso-spacerun: yes;"> </span>Anchored in the work of Lev
Vygotsky’s social development theory and the zone of proximal development,
constructivism theory asserts that learning is actively created through an
individual’s interaction with the environment (Han, S., and Bhattacharya, K, 2001).<span style="mso-spacerun: yes;"> </span>As a result, instruction is more students
centered in that the students construct understanding and meaning through the
development of an external artifact. This project based learning approach
shifts the focus from teacher driven lecture models to that of inquiry based
questioning is posed to students.<span style="mso-spacerun: yes;"> </span>The
teacher subsequently acts as a facilitator to learning and monitors student
progress and development.<span style="mso-spacerun: yes;"> </span>According to Jacqueline
G. Brooks and Martin G. Brooks, (1993) a constructivist classroom is and environment
in which: student autonomy and initiative are accepted and encouraged, the
teacher asks open-ended questions and allows wait time for responses, higher-level
thinking is encouraged, students are engaged in dialogue with the teacher and
with each other, students are engaged in experiences that challenge hypotheses
and encourage discussion, the class uses raw data, primary sources,
manipulatives, physical, and interactive materials.</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">As a
project based style, constructivism lends itself to a number of instructional
strategies and technology tools. An example of one of these instructional
practices is found in the process of generating and testing hypothesis.<span style="mso-spacerun: yes;"> </span>This process of generating a theory requires
students to engage in higher level thinking skills, apply the content in a
deeper more authentic way, and apply facts and content vocabulary in a logical
and systematic way (Pitler, et al, 2007).<span style="mso-spacerun: yes;">
</span>According to the MREL research recommends that when applying this
practice into your classroom students must be able to articulate and explain
their hypothesis and conclusions, and teachers must develop and guide
structured activities for students generate and test their hypothesis (Pitler,
et al, 2007). </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";"><span style="mso-spacerun: yes;"> </span> </span></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">As a result there are six ways in which a
teacher can guide students through this process: system analysis, problem
solving, historical investigation, invention, experimental inquiry and decision
making (Pitler, et al, 2007).<span style="mso-spacerun: yes;"> </span>In order
to facilitate these practice, teachers can integrate a number of technological
resources such as spreadsheets, web based tools, and other data collecting
tools.<span style="mso-spacerun: yes;"> </span>Spreadsheets can assist student
in organizing their data and findings in a clear and concise document.<span style="mso-spacerun: yes;"> </span>The sorting and filter aspects of a
spreadsheet allow student to manipulate their data in order to prove or refute
a hypothesis.<span style="mso-spacerun: yes;"> </span>In addition, spreadsheets
can upload to virtual programs such as Google Doc so students can edit and engage
collaboratively outside the traditional school day.<span style="mso-spacerun: yes;"> </span>With spreadsheets, one can then use data
tools to displays their finding in a variety of modes.<span style="mso-spacerun: yes;"> </span>The most common would be the creation of bar
graphs and other graphing tools.<span style="mso-spacerun: yes;"> </span>These
tools provide students with a translatable and visual form of the data thus
making the content more accessible for the learner.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Finally,
web based tools such as Web quests, mock scenarios and other live action
activities allow student to explore a variety of hypothesis in a controlled environment.<span style="mso-spacerun: yes;"> </span>They are able to test various theories and
see how the results in real time virtual environments.<span style="mso-spacerun: yes;"> </span>When accompanied with an avatar students can
witness the human aspect and consequences that occur with different learning
scenarios.</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Although
in many schools direct instruction is still utilized as a primary form of
teaching, project based instruction and constructivist principles are emerging
as a more effective resource to demonstrate 21<sup>st</sup> century
skills.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">References:</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Brooks,
Jacqueline Grennon, and Martin G. Brooks. (1993). <i>In search of understanding:
the case for constructivist classrooms</i>. Alexandria, Va.: Association for
Supervision and Curriculum Development</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Han, S.,
and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project
Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,
and technology. Retrieved September 23, 2012, from
http://projects.coe.uga.edu/epltt/</span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">Pitler, H., Hubbard, E. R., Kuhn, M., & Malenoski, K.
(2007). Using technology with<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Georgia","serif"; font-size: 12.0pt; mso-bidi-font-family: "Times New Roman";">classroom instruction that work. Alexandria, VA: ASCD.</span></div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com3tag:blogger.com,1999:blog-8267407386698031160.post-79396450441238524452012-09-19T22:26:00.003-07:002012-09-19T22:26:36.120-07:00Cognitivism in Practice<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">In education, we are guided by a number of
psychological principles which attempt to define how individuals learn.<span style="mso-spacerun: yes;"> </span>Although educators generally do not subscribe
to only one learning theory, the principles gathered from a variety of resource
define a teacher’s pedagogy and overall philosophy regarding student learning.<span style="mso-spacerun: yes;"> </span>It is these resources that guide educator’s
instructional practices and approach to curriculum development.<span style="mso-spacerun: yes;"> </span>Last week I explored the relevance of
behaviorism in modern education.<span style="mso-spacerun: yes;"> </span>This
week I will delve into the theories of cognitive learning and how these principles
correlate to instructional strategies utilized in today’s classrooms.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"><span style="mso-spacerun: yes;"></span>Cognitive learning theory was initially developed
during the 1950’s as a direct response to the principles of behaviorism <a href="http://www.blogger.com/blogger.g?blogID=8267407386698031160" name="C411719074189815I0T411719129513889">(Cherry, 201 2, p. 1</a>).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Where
behaviorism asserts that learning is acquired through conditioned responses to
stimuli that can be manipulated through positive or negative reinforcement, cognitivism,
maintains that the human brain is similar to a computer processor.<span style="mso-spacerun: yes;"> </span>Information is obtained through a variety of
mental processes such as thinking, memory, knowing, and problem-solving <a href="http://www.blogger.com/blogger.g?blogID=8267407386698031160" name="C411719180208333I0T411719185763889">("Cognitivism," 2012, p. 1)</a>.
This information is then used to create mental schema or a conceptual framework
to process and create meaning for the learner.<span style="mso-spacerun: yes;">
</span></span></div>
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<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">The concept of schema development and mental
processing found within cognitive theory, lends itself to a number of
instructional strategies and technology tools. Tools such as <span style="mso-spacerun: yes;"></span>cueing and questioning are memory devices
educators can utilize to trigger information, prior knowledge and memory progress
(Pitler, et al, 2007).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In order to facilitate cueing, one can utilize
concept mapping or advance organizers.<span style="mso-spacerun: yes;">
</span>These cognitive tools allow learners to represent knowledge in a graphic
manner.<span style="mso-spacerun: yes;"> </span>It is a tangible representative
of the mental schema’s that is created within the brain, and allows
students<span style="mso-spacerun: yes;"> </span>to generate ideas, to design a
complex structure, to communicate complex ideas to aid learning by explicitly
integrating new and old knowledge, <span style="mso-spacerun: yes;"> </span>to
assess understanding or diagnose misunderstanding(Robertson et al, 2007).<span style="mso-spacerun: yes;"> </span>Presently, there are a number of technology
resources that allow students create a multitude of concept maps.<span style="mso-spacerun: yes;"> </span>Microsoft Word has developed SmartArt inserts
which provide users with a selection of concepts mapping tools.<span style="mso-spacerun: yes;"> </span>In addition, websites such as Cacoo and Grapholite,
educators and learners can create virtual maps which are easily accessible
during instructional sessions and presentations.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">Another common cognitive tool similar to cueing and
advances organizers relates to summarization, and note taking.<span style="mso-spacerun: yes;"> </span>Both of these tools require the learner to
organize and synthesize information into a logical and systematic document (Pitler,
et al, 2007).<span style="mso-spacerun: yes;"> </span>In terms of note taking,
similar technology tools utilized in concept mapping can be applied.<span style="mso-spacerun: yes;"> </span>As stated these graphic organizers can be
developed utilizing both virtual software and Microscoft Office software.<span style="mso-spacerun: yes;"> </span>Educators can also create PowerPoint
presentations with key words and phrases removed, thus requiring students to
fill in the blanks. This variation on note taking allows educators to
differentiate for students who may require additional support or processing
time.<span style="mso-spacerun: yes;"> </span>Summarization is the process of
synthesizing key concepts and ideas into a short concise statement.<span style="mso-spacerun: yes;"> </span>Pitler, H., Hubbard, E. R., Kuhn, M., &
Malenoski, K, (2007) recommends u<span style="mso-tab-count: 1;"> </span>sing
rule based strategies, summary frames and reciprocal teaching strategies <span style="mso-spacerun: yes;"> </span>in order to facilitate summarization process. Through
the use of tracking tools and auto summarization tools within Microsoft Word,
users are able to implement and demonstrate rule based strategies. </span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"></span></div>
<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;"><span style="mso-tab-count: 1;"></span>Through
the use of these tools, technology resources and other cognitive learning
principles, educators can develop concrete and meaningful resources for their
students.<span style="mso-spacerun: yes;"> </span>Learners are able to organize,
recall and employ information with greater ease and proficiency. </span></div>
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<div class="MsoNormal">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 107%;">References</span></div>
<div class="APAReference" style="line-height: normal;">
<br /></div>
<div class="APAReference" style="line-height: normal;">
<a href="http://www.blogger.com/blogger.g?blogID=8267407386698031160" name="R411719074189815I0">Cherry,
K. (2012). What Is cognitive psychology? Retrieved September 16, 2012, from
http://psychology.about.com/od/cognitivepsychology/f/cogpsych.htm</a></div>
<div class="APAReference" style="line-height: normal;">
<br /></div>
<div class="APAReference" style="line-height: normal;">
<span style="mso-bookmark: R411719180208333I0;">Cognitivism. (2012). Retrieved September 16, 2012, from
http://www.learning-theories.com/cognitivism.html</span></div>
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Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com4tag:blogger.com,1999:blog-8267407386698031160.post-2491187702255704902012-09-12T21:49:00.000-07:002012-09-12T21:49:35.870-07:00Behaviorism in Practice<!--[if gte mso 9]><xml>
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<span style="font-size: small;"><span style="font-family: "Georgia","serif";">This week I
explored the role of behaviorism in modern education and how it relates to
current instructional practices and technology tools. In particular, I research the role
behaviorism plays in the reinforcement of behavior and completion and
monitoring of homework. Although behaviorism principles are perceived to not be
widely used in school, in reality they play a critical role in many
intervention programs, behavior modification systems, and general instructional
techniques. Initially developed by theorists
such as Pavlov, Skinner and Watson, behaviorism can be defined as a developmental
theory that measures observable behaviors produced by a learner’s response to
stimuli (Standridge, 2002). Specific behaviors responses to stimuli can
either be reinforced or extinguished depending on the feedback the learner receives. As a result, behaviorism can play a vital
role developing basic skills and foundations of understanding in all subject
areas and in classroom management. </span></span></div>
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<span style="font-size: small;"><span style="font-family: "Georgia","serif";">As mentioned, behavior
can be shaped depending on the positive or negative reinforcement one
receives. The concept and application
though of positive reinforcement is often a contentious debate amongst educators. For many educators, the act of positively reinforcing
behaviors students should automatically be demonstrating, constitutes as form
of bribery. What we need to realize is that reinforcement is a natural
motivator within of our lives. We would
not invest in work, obey laws, or engage with others socially if we did not received
some sort of reinforcement whether that is intrinsic or extrinsic (Kansas, 2012). According to John Hattie (2008), reinforcement
“was among the most powerful influences on achievement, acknowledges that he
has "struggled to understand the concept" (p. 173). </span></span></div>
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<span style="font-size: small;"><span style="font-family: "Georgia","serif";">Recently, though
the term reinforcement has been replaced with the concept of feedback. Both of these principles are rooted in the
idea that in order to positively impact student behavior and performance,
students must receive timely and meaningful responses from adults. <a href="http://www.blogger.com/blogger.g?blogID=8267407386698031160" name="C411648880439815I0T411648890277778">(Wiggins, 2012, p. 10)</a>. In order
though for feedback to be considered meaningful one should: name
only behaviors that have actually occurred, say what you see, not how you feel,
and avoid naming some students as examples for others (p. 10). To accomplish this within a classroom setting
teachers can utilize a number of technology tools. According to Pitler,
H., Hubbard, E. R., Kuhn, M., & Malenoski, K, (2007) spreadsheets, word
documents and electronic rubrics can assist teachers in communicating and reinforcement
student behavior and effort. Electronic rubrics assist in defining a set of
behaviors and proficiency levels that a teacher expects from a student or group
of students. Utilizing word documents, teachers can generate point sheets,
behavior plans and contracts, and reward tickets. This information can then be recorded and
displayed using a spreadsheet which can graph the data in a variety of ways (Pitler,
et al, 2007). By graphing data and
recording information, it allows students to have a visual indicator of
progress which can subsequently result in internalization and reflection on
ones skill and behavior. When you use these three tools in conjunction with one
another, it allows a teacher to engage in an open, constructive, and purposeful
dialog with students.</span></span></div>
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<br /></div>
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<span style="font-size: small;"><span style="font-family: "Georgia","serif";">According to
Robert Marzano, research has shown that homework is one of the least effective
instruction tools within a teacher’s tool box (Marzano, 2001). Even though homework may not be the best
approach to instruct students on new skills, it does help in support the
drilling of mastered skills to ensure that they are maintained. This concept of drilling skills through repetitive
practice aligns with a number of behaviorism principals. Similar to feedback,
homework provides teachers with a wonderful opportunity to incorporate
technology resources. Teachers again can utilize spreadsheets in order to
record and track student progress (Pitler, et al, 2007). When presented as a visual within the
classroom, students receive immediate feedback and can gage what areas they
need to improve upon. The internet is
another resource teachers can incorporate to assign homework. Through blogs, wikis, podcasts and web quests,
teachers can create an interactive learning environment that challenges
students to apply critical thinking skills and 21st century learning. Teachers can also use websites that will
drill students on fact families, phonemic skills, comprehension skills, and a
multitude of academic areas. Through
expanding ones definition of homework, teachers are able to create a learning environment
that extends beyond the brick and mortar setting.</span></span></div>
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<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">References</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Hattie, J.
(2012, September). Know thy impact. Educational Leadership, 70(), 18-23.
Retrieved from
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Know-Thy-Impact.aspx</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Hattie, J.
(2008). Visible Learning. New York, NY: Routledge.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Marzano, R.,
Norford, J., Paynter, D., Pickering, D., & Gabby, B. (2001).<span style="mso-spacerun: yes;"> </span>A handbook for classroom instruction that works.
Alexandria, VA: ASCD.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Pitler, H.,
Hubbard, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Work. Alexandria, VA: ASCD.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Standridge, M. (2002).
Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and
technology. Retrieved on September 9, 2012 from
http://projects.coe.uga.edu/epltt/</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">University of
Kansas. (2012). Positive reinforcement. Retrieved from
http://www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/positive_reinforcement</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Georgia","serif";">Wiggins, G.
(2012, September). Seven Keys to Effective Feedback. Educational Leadership,
70(), 10-16. Retrieved from
http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx</span></div>
<br />
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</div>
Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com9tag:blogger.com,1999:blog-8267407386698031160.post-43411138578536836272012-08-12T19:26:00.003-07:002012-08-12T19:27:10.868-07:00Reflection on Understanding the Impact of Technology on Education, Work, and Society<br />
<div class="MsoNormal">
As this course, Understanding the Impact of Technology on
Education, Work, and Society draws to a close, I am taking the time to reflect
on what I have learned and how it will affect my growing technological
abilities, my knowledge to effectively integrate technology in my classroom,
and how to become a teacher leader in the area of technology integration<o:p></o:p></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>In what ways has this course helped you to develop your own technology
skills as a professional teacher?<o:p></o:p></b></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
This course
has helped me develop a broader understanding of the availability of the
different types of technology. More
important the course has expanded my knowledge on how to integrate digital
tools into my classroom efficiently.
Although the terms such as podcast, wiki, and blog are not new concepts
to me, they have been more of an abstract concept, which I gave little thought
to integrating into my class. Through
this class, I have expanded my instructional practice to incorporate more
virtual experiences for my students and have begun planning outside the four
walls of the brick and mortar. November, (2008) indicates blogs have the
capabilities to create and move the classroom and information beyond the school
environment. The learning audience for
the teacher and the student’s transfers from being in class peers to a global community
that includes parents, other learners around the world. In addition, November, (2008) cites that the
benefits of blogging provide authentic learning opportunities as students to be
empowered to collaborate and develop accountability, and add value to our ever
changing world. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>In what ways have you deepened your knowledge of the teaching and
learning process?<o:p></o:p></b></div>
<div class="MsoNormal">
</div>
<div class="MsoNormal">
Prior to taking this course, I was believed that I had been
successful in integrating technology into my lesson through incorporating
PowerPoint’s and other media presentation.
Through this course, I have a deeper understanding that technology is
more than just switching from a lecture to a PowerPoint. Dr. Thornburg, (2010) in his lecture entitled
The Emergence of Educational Technology, <a href="http://www.blogger.com/blogger.g?blogID=8267407386698031160" name="_GoBack"></a>cites educator
need to challenge ourselves to envision technology outside of Microsoft Office
Suite (Laureate Education, Inc., 2010). I have come to understand that technology is
not simply the act of using a device to enhance learning; its purpose is to
help students move forward in their understanding of the world at large. Furthermore, I must keep in mind Dr. Thornburg (2010) assertion in his
lecture that technology is not a pedagogy, but releases teachers to develop new
and creative ways to facilitate ongoing dialogs and learning experiences (Laureate Education, Inc., 2010).</div>
<div class="MsoNormal">
<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>In what ways have you changed your perspective from
being teacher-centered to learner-centered?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In teaching, I have always been a strong advocate for learner-centered
environments. My lessons are geared to
develop collaborative experiences for students and real world
opportunities. What were lacking were
experiences outside of our community and school environment. Computers and technology allow teachers to
differentiate based on the individual learning needs of students, while broaden
the depth of their understanding of the material (<span style="color: #333333;">The
Changing Role of the Classroom Teacher: Part 1</span>, 2010). What makes technology inherently learner
centered is the power it creates within a teacher to develop different ways of
teaching. The key is to not just repeat
your practices and simply adding a computer, but to truly alter how the student
engages and approaches a given topic (<span style="color: #333333;">The Changing
Role of the Classroom Teacher: Part 1</span>, 2010). <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<b>In what ways can you continue to expand your knowledge of learning,
teaching, and leading with technology with the aim of increasing student
achievement?<o:p></o:p></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In order for schools to remain viable and relevant, they
need to alter their perception regarding the exchange of teaching and learning
between staff and students. Merely
purchasing the latest tools will not ensure student achievement. Tools are meaningless unless they are used
appropriately and with purpose (<span style="color: #333333;">Keengwe, Onchwari,
& Wachira, 2008</span>). Technology
is a vehicle schools have at their disposal to” empower students with thinking
and learning skills, and help students interact with complex materials” (<span style="color: #333333;">Keengwe, Onchwari, & Wachira, 2008</span>). As an instructional leader, I need to help
empower my colleagues to seek out technology that will expand and challenges
their students understanding. This can
be done through sharing articles, conducting professional development opportunities
and coordinating with my building principal and technology coordinator to lead
a technology task force. </div>
<div class="MsoNormal">
<o:p></o:p></div>
<b><br /></b>
<b>Set two long-term goals (within two
years) for transforming your classroom environment by which you may have to
overcome institutional or systemic obstacles in order to achieve them. How
do you plan to accomplish these goals?</b><o:p></o:p><br />
<br />
In reflecting upon my goals for the coming years, of course I want to
ultimately complete my Masters in Technology so that I can be more effective
instructional leader and educator. In
relation to my classroom environment, my first goal is to be more intentional
and deliberate in my incorporation of technology into my lesson plans. Even though not every lesson plan I have and
implement requires technology, I want to integrate various technology tools to
expand how my students explore and demonstrate knowledge. To that end, I want
to explore resources that will enhance my instruction and allow me to expand
upon students existing knowledge. In a
sense, this goal is directed how I am going to plan and instruct my students
with the support of technology.<o:p></o:p><br />
<br />
The second goal I have is to use technology to develop inquiry based activities
that require students to use a variety of technology resources. Although this goal relates to my initial goal
of effective planning, this goal is directed at creating a learner center
environment that fosters 21<sup>st</sup> century skills and independent
learners. The activities will continue
to be collaborative, but the collaboration will expand beyond the brick and
motor. I would like to incorporate more
virtual experiences for my students in which they can engage in the material in
a variety of novel activities. <o:p></o:p><br />
<br />
In life, we face a multitude of obstacles in order to ultimately achieve our
goals. With the two goals I have
outlined, I am faced with both institutional and systematic obstacles. First, within my school there is a hierarchy
of needs that places emphasis and resources upon those curricular areas covered
on standardized testing. As a result my
content, Spanish, is lower on the hierarchy thus creating difficulties with
access and use of technology. In the
past, access to computer labs, mobile labs, projectors, response clickers were
only available for the 21<sup>st</sup> century teachers. Even when this precedent was altered there
was still an unspoken understanding that certain contents had priority over the
available resources. In order to combat
this current deficit, I have to illustrate to my administration that through my
incorporation of inquiry learning and technology I am in fact supporting all
the other content areas. I will need to
meet with my leaders, articulate lesson plans, and invite staff to observe the
greater benefits students are receiving.
Once I am able to demonstrate success, access should be easier to
achieve. <o:p></o:p><br />
<br />
The systematic obstacles relate simply to the lack of up to date computers
and resources within my school district.
This is a struggle most schools and districts have, and one that cannot
be easily remedied in the current economic situation. As a result, I am going to have to simply
work with what I have and spend time researching and practicing how best to use
current technology ideals with outdated resources. <o:p></o:p><br />
<b><br /></b>
<b>Refer to your checklist from Week 1.
Have any of your answers changed after completing this course?<o:p></o:p></b><br />
<br />
When I reflect back upon the checklist created in week one I noticed that I
rarely incorporated 21<sup>st</sup> century skills and technology into my
educational practices. The greatest
element I have gained from this class is the awareness and understanding of how
technology interacts with curriculum planning and design. The areas I personally saw the most growth
were in how I design and collaborate with students my learning activities and
experiences. I am more comfortable and
familiar with available technology resources to expand my lesson into a virtual
classroom. In addition, I feel more
competent as an instructional leader to model and assist others in the
development and understanding of current technology practices. <o:p></o:p><br />
<br />
References:<o:p></o:p><br />
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, Times New Roman, serif;">Laureate Education, Inc.
(Producer). (2010). <span style="color: #333333;">The changing role of the
classroom Teacher: part 1<span class="apple-converted-space"> </span></span>[Video
webcast]. Retrieved from: <a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342456_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342456_1%26url%3D</a><o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<span style="font-family: Times, Times New Roman, serif;">Laureate Education, Inc.
(Producer). (2010). <span style="color: #333333;">The emergence of educator </span>[Video
webcast]. Retrieved from: <a href="https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342456_1%26url%3D">https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342456_1%26url%3D</a><o:p></o:p></span></div>
<div style="margin-bottom: .0001pt; margin: 0in;">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Times, Times New Roman, serif;"><o:p> </o:p><span style="color: #333333;">Keengwe, J., Onchwari, G., &
Wachira, P. (2008). The use of computer tools to support meaningful
learning.</span><span class="apple-converted-space" style="color: #333333;"><i> </i></span><i style="color: #333333;">AACE Journal</i><span style="color: #333333;">,</span><span class="apple-converted-space" style="color: #333333;"> </span><i style="color: #333333;">16</i><span style="color: #333333;">(1), 77–92</span></span></div>
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<span style="font-family: Times, Times New Roman, serif;">November, A. (2008). <i>Web literacy for educators.</i>
Thousand Oaks, CA: Corwin Press. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201260_04/MS_EDUC/NCATE_EDUC_6710/Week%201/Resources/Resources/embedded/November_Ch6.pdf</span><o:p></o:p></div>Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-39570649361802806202012-07-27T14:07:00.000-07:002012-07-27T14:07:48.966-07:00Podcast with Kate MacMorran<a href="https://www.box.com/s/a45dfdc8057b6e5d8a2e" target="_blank">https://www.box.com/s/a45dfdc8057b6e5d8a2e</a><br />
Welcome back and thank you for rejoining my ongoing discussion about technology integration in education. This week I interviewed Kate MacMorran, to discuss how she utilizes technology in her personal and professional life. Through the interview we delve into such areas as technology dependency, integration in schools, the role technology plays in her life and the disconnection that can be created through non authentic interactions.Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com0tag:blogger.com,1999:blog-8267407386698031160.post-42429105618601782932012-07-19T14:11:00.002-07:002012-07-19T14:11:47.560-07:00Evaluating 21st-Century Skills<!--[if gte mso 9]><xml>
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<span style="mso-tab-count: 1;"> </span>Delving into
the website of the <a href="http://www.p21.org/" target="_blank">Partnership
for 21st Century Skills</a>, one can easily become overwhelmed with the amount
of information and resources available. While there is a plethora of
information and resources to support educators utilizing 21st century skills in
the classroom, the Partnership for 21st Century Skills, have created a user-friendly
website. Navigating through the website is quite simple, it almost seems the
websites and been created with the not so tech savvy individual in mind.<span style="mso-spacerun: yes;"> </span>Yet, the website not only serves as a
resource for educators, but as a source to clarify and discover teaching strategies
to integrate 21st century skills. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></div>
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What I
found to be most engaging about the Partnership for 21st Century Skills website,
was how it helped clarify my understanding of 21<sup>st</sup> century skills. <span style="mso-spacerun: yes;"> </span>So many times, we use educational jargon in
our discussions without fully understanding all of the intricacies of the
model. <span style="mso-spacerun: yes;"> </span>The Partnership for 21st Century Skills
provides information in a clear and useful manner that is easily accessible for
teachers and other stakeholders. According to the Partnership for 21st Century
Skills, today’s students need to move beyond the basics of the 3 R’s.<span style="mso-spacerun: yes;"> </span>It is essential now that teachers emphasize the
4 C’s of 21<sup>st</sup> Century Skills (Communication, Collaboration, Critical
Thinking, and Creativity). <span style="mso-spacerun: yes;"> </span>The
Partnership helps to synthesize this information into a manageable and useful
tool for educators. In addition, the skill maps the Partnership for 21st Century
Skills created helped to guide educators apply these skills within their
specific content areas. <span style="mso-spacerun: yes;"> </span>The final area I
found useful were the best practices tools created by educators that implemented
21<sup>st</sup> century skills within the classroom. <span style="mso-spacerun: yes;"> </span>So many times we speak of these concepts in theory,
but to see an application helps educators generate ideas, which can subsequently
be translated into their own classroom.</div>
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<span style="mso-tab-count: 1;"></span><span style="mso-spacerun: yes;"></span>Although the Partnership for 21st Century Skills
provides a number of resources and ideas that help support teachers within the
classroom, I do have issue with a number of stances presented on the website. <span style="mso-spacerun: yes;"> </span>The most concerning area, I found was the
posting of statistics regarding how well schools are preparing students for the
workforce. <span style="mso-spacerun: yes;"> </span>Although I do feel that it critical
for schools to instill character, values and basic social norms, schools are
mirroring the desires of community stakeholders. <span style="mso-spacerun: yes;"> </span>In the past, when schools have attempted to
build in character education and other programs, the stakeholder’s object sighting
that it oversteps into the realm of the family. <span style="mso-spacerun: yes;"> </span>When schools attempt to instill accountability
for behavior, attendance or timeliness, the stakeholders object and assert that
the school is being unnecessarily biased towards a child. <span style="mso-spacerun: yes;"> </span>Schools cannot be the lone facilitator for the
moral education and academic education of children.<span style="mso-spacerun: yes;"> </span>The burden of responsibility must fall upon
all stakeholders and community members.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-tab-count: 1;"> </span> </div>
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Reflecting
upon the information from the website will help me to improve upon my own
teaching practices. <span style="mso-spacerun: yes;"> </span>I think that through
further exploration I will be able to integrate 21<sup>st</sup> century skills
in a more natural manner without it appearing forced or as an after thought. <span style="mso-spacerun: yes;"> </span>By exposing my students to the 4 C’s on a more
consistent basis, allows my students to be better equipped to participate in a
global economy. When you integrate critical thinking skills and promote various
forms of communication into the learning of students, you not only improve
their global understanding but you also improve your practices as a teacher. </div>
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References:</div>
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The
Partnership for 21st Century Skills (2011). Retrieved from: http://www.p21.org/</div>
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Partnership
for 21st Century Skills. (n.d.). <i>A report and mile guide for 21st
century skills</i>. Washington
DC: Author. Retrieved from <a href="http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf" target="_blank">http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf</a></div>Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com3tag:blogger.com,1999:blog-8267407386698031160.post-58663562774891105262012-07-04T12:35:00.000-07:002012-07-04T12:48:12.042-07:00Integrating Technology into my classroomAs an electives teacher, the technology needs of my classroom appears more as an after thought for my building. I have been blessed though with an amazing media specialist who has been able to advocate and procure a variety of technology tools that I can now utilize within my classroom. As an educator, I have always strived to incorporate various forms of technology within my classroom to enhance student engagement, increase rigor and create relevance for my students. Reflecting though upon my current practices, I have found that I have been neglecting virtual classrooms and web based tools. <br />
<br />
In my district we have access to school fusion tools and moddle, both of which creates an ideal forum for developing an interactive learning community. At one point I was diligently uploading videos, and resources to my moddle and fusion pages, but somewhere along the way I just stopped. I am not sure if this was a result of my own complacency or the lack of student response to the resources. Regardless it is a practice I need to get back into the habit of doing. On the fusion and moddle sites I was able to differentiate activities based upon the learning needs of my numerous sections. On my sites I uploaded videos, quizzes, flashcards, lecture notes, PowerPoints, homework, due dates ect. I wanted it to be a resource for students to either receive support outside of school when completing homework and assignments or to accelerate learning for students. <br />
<br />
In the future I want to add a forum for learning communities to complete group projects and assignments. In my class we engage in web quests and other project based activities, and one of the biggest issues I have iscreating opportunities for the groups to interact. Even though I provide class time, there needs to be platform that allows students to interact outside of school. What I like about the virtual learning community is I can monitor participation and the dialogs occurring between students. <br />
<br />
Regardless of how I integrate technology into my plans, I need to have an accountability piece built in to my instruction. Accountability applies not only to the students but for myself. Technology application needs to be an expectation for my students and not just a supplemental resource. I need to ensure that it is as critical to student learning and engagement as textbooks, materials and discussions are in the brick and mortar setting. To do this, fusion and moodle must then become part of the assignment and I must monitor it on a more frequent basis.Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com1tag:blogger.com,1999:blog-8267407386698031160.post-30585691891071134302012-06-24T12:18:00.003-07:002012-06-24T12:18:49.062-07:001st BlogSo today has been my first journey into the world of blogging. Although I have been on Facebook and use email, this is a totally new experience for me and one I have not found to be the most user friendly. Hopefully as time goes on I will find this easier and more accessible.Anonymoushttp://www.blogger.com/profile/03498730895173164635noreply@blogger.com1