Chen, P. & McGrath, D. (2004) Visualize, visualize, visualize: Designing projects for higher-order thinking. Learning & Leading with Technology, 32(4), 54-57.
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
In an elementary level classroom, I can use the topic of recycling and ask the students what they already know about recycling, and what they would like to know. After posting all this information, the students then see that they already know a lot collectively. They build confidence in their knowledge base and are intrigued to want to become experts in this area. This is the beginning of a process of learning. We can create a diagram showing what we know, and what we want to know and how we might get there (speak to janitorial staff, use the internet, visit a recycling center). The children are much more engaged to be a part of the discovering than to just be told.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project based learning allow students flexibility and time to explore subject matter through open ended questioning and research which can include multi-media. In PBL teachers can use themes to have learning go more in depth over a longer period of time. For example, “Exploring the Ocean” can be a month long class theme. Students can post their questions and then all can provide answers over the course of the month. This type of learning is thought provoking and engages students as they “own” many of the questions and they can also discover the answers with guidance from teachers.
3. What is an example of higher-order thinking?
Dissecting a frog can be an example of higher-order thinking because the process will be so memorable that you will have learned the body parts verses just memorizing them. The diagram below shows how in depth thinking may be needed or beneficial.
Anderson & Krathwohl . (2001). Categories in the cognitive domain of Bloom's Taxonomy. Wikipedia. Retrieved (2009, October 4) from http://en.wikipedia.org/wiki/Bloom%27s_taxonomy
4. Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
The pilot study below which explains children being taught through challenge based learning, takes an additional twist beyond project based learning. Challenge based learning encourages students to work together to solve real life global issues. Although this article does not argue against project based learning it does take the concept a step further.
Johnson, Laurence F.; Smith, Rachel S.; Smythe, J. Troy; Varon, Rachel K. (2009). Challenge-based learning an approach for our time. The New Media Consortium, Retrieved from http://www.nmc.org/pdf/Challenge-Based-Learning.pdf
The website below provides lesson plans for after school activities to extend project based learning beyond the normal school day through extracurricular activities.
Thinkfinity by Verizon Foundation (2008). Project-based learning. Retrieved from http://thinkfinity.org/ProjectBasedLearning.aspx
Assignment Two
Richardson, K. (2008). Don’t feed the trolls: Using blogs to teach civil discourse. Learning & Leading with Technology, 35(7) 12-15.
Briefly describe what you will use from this article for your own teaching practice.
This article discusses the importance of educators teaching appropriate discourse on discussion blogs and the internet. As a teacher I will make my students aware that many sites post guidelines, and have them read articles such as this one. I will be a role model, remind students and advise them to “ignore the trolls”… trolls being those trouble makers that just want to disrupt harmony among blogs.
Find at least one more article that furthers the discussion on Blogs. Tell us where it can be located and describe what you found helpful about it.
I found the article below to be helpful because the author carried the four basic school principles into his assignment of standards for blog interaction. This is helpful information to incorporate for teachers as we use technology in the classroom. What do we want to set as standards in our classroom and how can that carry into assignments on the internet and blog discussions?
Truss, D. (2009). Pair-a-dimes for Your Thoughts. Retrieved from http://pairadimes.davidtruss.com/blog-rules-respect-inclusion-learning-and-safety/
Assignment Three
Niess, M. (2005). Scaffolding Math Learning with Spreadsheets. Learning & Leading with Technology, 32(5) 24-25, 48.
Questions are an important tool to stimulate students’ higher level thinking skills. Create two questions that you might ask regarding this article. Then respond to them. Before you write the questions, check out the resources below. Use strategies for developing effective questions such as those found at:
http://www.fno.org/toolbox.html
http://webct.csusm.edu/webct/cobaltMainFrame.dowebct
http://www.murraystate.edu/prism/kyprism/openrp1.html
1. How would I use these tools in an elementary school setting (teaching Kinder through 3rd)?
I would explain what a spreadsheet is and how I use spreadsheets. I would then ask the students how you could use a spreadsheet. Do you have a reward chart at home? That can be considered a spreadsheet. What would you like to create, if you could create anything? For example, you could create a reward chart for yourself so that through earning stars by doing chores your parents will take you to Disneyland after 6 months.
I would ask the children to create questions so that we can find answers so they can learn how to make a spreadsheet. I would provide examples of easy to understand spreadsheets (for example, our school menu with nutritional information). Why are spreadsheets sometimes easier to use than reading an article? Can we use pictures?
2. What is scaffolding?
Scaffolding is breaking the task into smaller more digestible parts.
Assignment Four
Ribble, Bailey, Ross (2004). Digital Citizenship: Addressing Appropriate Technology Behavior. Learning & Leading with Technology, 32(1), 6-12.
•Briefly describe and give examples of the nine general areas of Digital Citizenship.
1. Etiquette- being respectful with electronic devices ie. Text messaging about nonrelated material during class.
2. Communication- electronic exchange of information ie. Use of email shorthand in class assignments.
3. Education- teaching about technology ie. model good use of electronic communication.
4. Access- who does and does not have access to technology ie. Teachers provide a computer lab for parents and students who do not have access to computers at home.
5. Commerce- electronic buying and selling of goods ie. Purchasing items on line without protecting their identity.
6. Responsibility-Being ethically, morally, and legally responsible with technology ie. irresponsibility is downloading music illegally.
7. Rights- Students have the same copyright protection as any other content creators when creating or publishing digitally ie. violation of school digital use policy.
8. Safety- Being aware of physical dangers when using technology ie. Teachers educating students about ergonomics.
9.Security- protecting electronic information ie. Students do not protect their identity.
•Are there any that you would add?
No, I think these are sufficient.
Assignment Five
Holmes, B. (1998). The Database: America's Presidents. Learning & Leading with Technology, 25(7), 6-11.
• Write a summary of how you would use a database in your class.
Using a database is a form of sorting. For Kindergarten through second grade I could have them create a database about animals, their habitats, and their diets. I can ask the students what other categories may be helpful to add. The animal database can be used for lessons as we study animals in the ocean, mammals, or take a trip to the zoo.
Assignment Six
McKenzie, W. (2003). Find the Best Software: Using Bloom's Taxonomy and Multiple Intelligences to Select and Use Software. Learning & Leading with Technology, 30(8), 54-58.
1. What considerations need to be made on selecting software for the classroom?
When selecting software for a classroom, the context in which it will be used must be considered.
2. Describe what you feel is most important to consider after reading this article.
After reading this article, I feel that as an educator it is most important to incorporate software and learning while also addressing multiple intelligences.
3. How might software address multiple intelligences?
This can be accomplished in many ways. Software can enable students to learn through the following methods: visual / spatial, music, working with others or cooperative learning, hands on learning, in written form, logical or mathematical. For example, software can show with pictures a math problem while also explaining it through a song.
4. Find at least one site on the Internet that explains multiple intelligences and why they are important to consider.
Armstrong, T. (1998-2000). Multiple Intelligences. Retrieved from http://www.thomasarmstrong.com/multiple_intelligences.htm
This is an excellent, easy to read, article that explains how we need to reach students in various forms to appeal to different ways of learning. Multiple intelligences are important because people have diverse talents and therefore grasp ideas and concepts via various forms (ie. music, visual, verbal, by acting it out, etc.).
Assignment Seven
Hoffenberg H. & Handler M. (2001). Digital Video Goes to School. Learning & Leading with Technology, 29(2) 10-15.
1. What skills are students developing in the process of making a video?
In the process of making a video, students are developing technical skills, visual skills, and higher level thinking skills.
2. What type of video formats fit well as a culminating activity?
Video formats that fit well as a culminating activity are video newscasts, documentaries, infomercials, or video clips.
3. What types of curriculum characteristics make sense for video?
The following are curriculum characteristics that make sense for video: emotion, heritage or culture, memorable experiences, change over time, a process, a phenomenon in nature or a process slowed to view frame by frame to better understand it.
4. Briefly describe the guidelines for video use.
• Plan ahead
• Choose a subject that you are familiar with
• Consider the audience and purpose
• Spend time planning & storyboarding
• Consider the best kind of shots to take and the message you are trying to convey
• Does the audio require more microphones?
• When organizing work, consider the relationship between visual and content
• Allow time for editing
Assignment Eight
Levin, H (2003). Making History Come to Life. Learning & Leading with Technology, 31(3) 22-27.
• After reading this article it is hard not to realize the power of using video with students. Describe a way you could use video in a similar way with your own K-12 students.
1. As mentioned in the article above, video can be used to show the process of a caterpillar turning into a butterfly and the stages it goes through.
2. I can have students videotape and interview a family member to gather information about their heritage.
