Personal Learning Theory Reflection
As this course come to a close, I can honestly say the information I have acquired will definitely help become a more effective classroom teacher. Although my original philosophy has not changed, my approach to teaching has most certainly been jump started. I believe if I can master the use of concept maps in my special education classes I will immediately raise the achievement level of my students. Especially since the school I am at this year has been an “F” school for the past three years. Like I said in a previous post, not only have my students not been challenged or taught for the past few years, they have certainly not been exposed to any technological learning tools in class. This course has helped motivate me to use as many tools and strategies I can find, that will help my students learn and achieve at the highest level possible.
Thursday, November 5, 2009
Wednesday, November 4, 2009
Constructivist Theory
I have learned that my students represent a variety of different backgrounds and ways of thinking. Many of the myths, taboos, and things we learn from our families, friends, and teachers-all are part of cultural influence. Content is embedded in culture and it is difficult to separate the two. When presented with information in the classroom that contradicts existing ideas, a student may try to accommodate both interpretations, rather than change deeply held beliefs. Unless the teacher realizes what views the students hold, classroom teaching can actually help students construct faulty ideas.
If the classroom can provide a neutral zone where students exchange their personal views and test them against the ideas of others, each student can continue to build understanding based on practical evidence. Hands-on activities and observations of the natural world provide shared experiences for those constructions. For example, to study the phases of the moon, the class could keep journal (an observational log of the moon and its shape in the sky) for several weeks. The while participating in their small groups they would be able to discuss the various observations and speculate about their meanings. If models, text references, or illustrations are available as resources, students would be able to determine that these are the results of others' observations and speculations.
Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or, for that matter, teachers. Ideas like student independence and learner-driven questions are not easily accepted. Required course content and externally applied assessments are realities that teachers must accommodate. A teacher inspired to change to constructivist instruction must incorporate those realities into their approach.
One might begin gradually, trying one or two constructivist explorations in the regular curriculum. Listening to students as they discuss ideas together is a good way to start shifting the balance of responsibility to the learner. Another step is using primary sources and raw data as the basis for questions, rather than relying solely on the textbook.
If students begin thinking about the knowledge they have gained as an evolving explanation of natural phenomena, their questions can take on an exciting element. It is my belief that over time, research will change the way most of the accepted facts of today are perceived. So our challenge in the classroom is to foster students' abilities so they can continue to learn and build their understanding based on the changing world around them.
If the classroom can provide a neutral zone where students exchange their personal views and test them against the ideas of others, each student can continue to build understanding based on practical evidence. Hands-on activities and observations of the natural world provide shared experiences for those constructions. For example, to study the phases of the moon, the class could keep journal (an observational log of the moon and its shape in the sky) for several weeks. The while participating in their small groups they would be able to discuss the various observations and speculate about their meanings. If models, text references, or illustrations are available as resources, students would be able to determine that these are the results of others' observations and speculations.
Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or, for that matter, teachers. Ideas like student independence and learner-driven questions are not easily accepted. Required course content and externally applied assessments are realities that teachers must accommodate. A teacher inspired to change to constructivist instruction must incorporate those realities into their approach.
One might begin gradually, trying one or two constructivist explorations in the regular curriculum. Listening to students as they discuss ideas together is a good way to start shifting the balance of responsibility to the learner. Another step is using primary sources and raw data as the basis for questions, rather than relying solely on the textbook.
If students begin thinking about the knowledge they have gained as an evolving explanation of natural phenomena, their questions can take on an exciting element. It is my belief that over time, research will change the way most of the accepted facts of today are perceived. So our challenge in the classroom is to foster students' abilities so they can continue to learn and build their understanding based on the changing world around them.
Behaviorist Theory
As I began to read through this week’s resources it became obvious to that the behaviorist theory involves more than student behaviors. I really enjoyed reading and learning about instructional strategies that are designed to help improve behaviors.
The “Reinforcing Effort” strategy was very interesting to me for me. As a special education teacher I have always believed in giving my students credit for their effort. This week’s resources helped me to understand that although I am giving this effort grade it will only be effective if my students understand why and how they are receiving it. The behaviorist theory is centered on the reinforcement of ideas and concepts. So by having students chart their own effort/ achievement grades we are incorporating the behaviorist theory. This will allow the students to see the relationship between their effort and their grade. This strategy will help the students understand their effort will positively or negatively impact their grades.
Another example of behaviorism in the classroom is implementing homework and practice.
“Homework and practice give students a chance to review and apply what they have learned,” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). I believe this one of the most obvious strategy that directly impacts today’s students. I know at my school parents are constantly asking for homework so they can see what their kids are doing in school. As a special education teacher I have to be careful of what type of homework I give because it could have a negative impact for my students as well, because many of them need my individual attention in class in order to complete assignments. So I usually give project type homework assignments that I feel the students can complete with minimal help.
The “Reinforcing Effort” strategy was very interesting to me for me. As a special education teacher I have always believed in giving my students credit for their effort. This week’s resources helped me to understand that although I am giving this effort grade it will only be effective if my students understand why and how they are receiving it. The behaviorist theory is centered on the reinforcement of ideas and concepts. So by having students chart their own effort/ achievement grades we are incorporating the behaviorist theory. This will allow the students to see the relationship between their effort and their grade. This strategy will help the students understand their effort will positively or negatively impact their grades.
Another example of behaviorism in the classroom is implementing homework and practice.
“Homework and practice give students a chance to review and apply what they have learned,” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). I believe this one of the most obvious strategy that directly impacts today’s students. I know at my school parents are constantly asking for homework so they can see what their kids are doing in school. As a special education teacher I have to be careful of what type of homework I give because it could have a negative impact for my students as well, because many of them need my individual attention in class in order to complete assignments. So I usually give project type homework assignments that I feel the students can complete with minimal help.
Saturday, June 27, 2009
Week 8 Reflection
Over the past eight weeks the technology skills I use as a professional teacher have definitely improved. Before taking this course I had no idea how to even create a blog let alone how to use it as way to educate the students in my classes. But I must say learning how to create a podcast was not only fun to me, but seeing the looks on my students faces while we were creating the podcast in class was priceless. As this course comes to an end I can honestly say I will continue to use the tools I picked up in this course for years to come.
Once I began to understand the concept of digital natives and digital immigrants it was like a light bulb came on inside of me. I believe the idea of my students being digital natives did more to help strengthen my understanding of the learning and teaching processes. I believe I became a better teacher the last month of school when began to view the digital capabilities of my students as a positive instead of a negative. For example, I was constantly getting onto my students for having their cell phones out in class. Before this class I just thought these students were being disrespectful or defiant, but as I continued to work through this class I realized my students were on their phones because they were somewhat addicted to the technology it provided. So I began to implement activities that allowed them to text in their answers for test or quiz reviews, and it was amazing to see students whom normally did nothing become engaged in the learning activities.
I definitely believe my teaching philosophy has definitely changed from teacher centered to learner centered. As I worked through this class I caught myself relating my teaching techniques to my coaching techniques and one thing I noticed is that my approach on the field was different from my approach in the classroom. My coaching philosophy has always been it does not matter how well I perform the technique or how well I know the offense, all that matters is how well my players perform the techniques or how well my players know the offense. This class has helped me recognize that this needs to be my approach in the classroom as well. No matter what is required of me I need to adapt my teaching style to what works best for my students instead of asking a sixteen year old child to adapt their learning style to me.
As I continue to complete this master's program I look forward to the information I will learn that will help further my knowledge of how to implement technology in the classroom. Although the information in this program has been and will be very helpful I will begin to look into professional development opportunities that focus on technology in the classroom as well.
As I look forward into the future it will be imperative for me to overcome budget restraints in order to obtain a mobile laptop cart for my classroom. I believe having this cart in my classroom will be instrumental in helping my students succeed academically as well as obtaining the 21st century skills they will need to succeed in the work world. In an attempt to reach this goal I will begin to research grant opportunities that will help fund this project. I have already begun writing a $500 grant that is designed to help teachers enhance technology in their classroom. Although it may take a while to build a complete classroom set of laptop computers I will begin to use the school computer lab as a resource to help my students become efficient typist and Internet researchers. My plan will be for my students to be proficient in these areas, so once we have the laptop cart we can begin to increase the level of technology activities in the classroom.
Jerry Brown
Once I began to understand the concept of digital natives and digital immigrants it was like a light bulb came on inside of me. I believe the idea of my students being digital natives did more to help strengthen my understanding of the learning and teaching processes. I believe I became a better teacher the last month of school when began to view the digital capabilities of my students as a positive instead of a negative. For example, I was constantly getting onto my students for having their cell phones out in class. Before this class I just thought these students were being disrespectful or defiant, but as I continued to work through this class I realized my students were on their phones because they were somewhat addicted to the technology it provided. So I began to implement activities that allowed them to text in their answers for test or quiz reviews, and it was amazing to see students whom normally did nothing become engaged in the learning activities.
I definitely believe my teaching philosophy has definitely changed from teacher centered to learner centered. As I worked through this class I caught myself relating my teaching techniques to my coaching techniques and one thing I noticed is that my approach on the field was different from my approach in the classroom. My coaching philosophy has always been it does not matter how well I perform the technique or how well I know the offense, all that matters is how well my players perform the techniques or how well my players know the offense. This class has helped me recognize that this needs to be my approach in the classroom as well. No matter what is required of me I need to adapt my teaching style to what works best for my students instead of asking a sixteen year old child to adapt their learning style to me.
As I continue to complete this master's program I look forward to the information I will learn that will help further my knowledge of how to implement technology in the classroom. Although the information in this program has been and will be very helpful I will begin to look into professional development opportunities that focus on technology in the classroom as well.
As I look forward into the future it will be imperative for me to overcome budget restraints in order to obtain a mobile laptop cart for my classroom. I believe having this cart in my classroom will be instrumental in helping my students succeed academically as well as obtaining the 21st century skills they will need to succeed in the work world. In an attempt to reach this goal I will begin to research grant opportunities that will help fund this project. I have already begun writing a $500 grant that is designed to help teachers enhance technology in their classroom. Although it may take a while to build a complete classroom set of laptop computers I will begin to use the school computer lab as a resource to help my students become efficient typist and Internet researchers. My plan will be for my students to be proficient in these areas, so once we have the laptop cart we can begin to increase the level of technology activities in the classroom.
Jerry Brown
Tuesday, May 26, 2009
Partnership for 21st Century Skills
As I navigated and read through the Partnership for 21st Century Skills website I was overwhelmed by the amount of information discussed. I liked how each section on the table of contents page was typed in a different color, this made it very easy to go back and re-read certain sections on the site. The fact that each section was titled, was helpful to me because it gave me a good idea about what I would be reading.
I was somewhat surprised to hear information that supported a shift from standardized testing as I know it, to that of a more broad testing of academic and work related skills. I am currently in my fifth year of teaching and all I have ever heard is teach the standards and benchmarks that will directly effect the FCAT scores. It seems everything we are doing in Florida is related to the FCAT test, even the reading assessments we use are ultimately a prediction on how well the students will perform on FCAT test.
The article stated: Today's education system faces irrelevance unless we bridge the gap between how student's learn and how student's live. WOW! As a educator this statement absolutely floored me because at my school we don't embrace the vast amount of knowledge our students have when it comes to technology, we dismiss it because all we care about is how well they perform on the FCAT test. When a student receives a failing score on the FCAT we just assume this student is a poor reader or he/she is lazy, but what we have not considered is the disconnect between how we as teachers prepared them and how technology influences how they learn.
Jerry Brown
Overall I thought this site was very user friendly and contained some very good information.
I was somewhat surprised to hear information that supported a shift from standardized testing as I know it, to that of a more broad testing of academic and work related skills. I am currently in my fifth year of teaching and all I have ever heard is teach the standards and benchmarks that will directly effect the FCAT scores. It seems everything we are doing in Florida is related to the FCAT test, even the reading assessments we use are ultimately a prediction on how well the students will perform on FCAT test.
The article stated: Today's education system faces irrelevance unless we bridge the gap between how student's learn and how student's live. WOW! As a educator this statement absolutely floored me because at my school we don't embrace the vast amount of knowledge our students have when it comes to technology, we dismiss it because all we care about is how well they perform on the FCAT test. When a student receives a failing score on the FCAT we just assume this student is a poor reader or he/she is lazy, but what we have not considered is the disconnect between how we as teachers prepared them and how technology influences how they learn.
Jerry Brown
Overall I thought this site was very user friendly and contained some very good information.
Saturday, May 16, 2009
Blogging in the classroom...
I am currently teaching a learning strategies class to high school special education students. This class is designed to help teach special education students test taking, note taking, and organizational strategies that they can implement into their regular education classes.Although the strategies I teach are very helpful to the students, I believe the students could use blogging to further enhance their knowledge base of strategies they can use in class. I would like to see the students use their blogging skills to interact with other high school special education students and share the different learning strategies they have learned. They could share what strategies work the best and which ones are not beneficial to them. I believe the information my students receive from the blogging experience could help me gain a better understanding for what strategies my students actually think would help them in their regular education classes
Thursday, May 7, 2009
Jerry Brown-Progress Monitoring
Hello everyone, I am a high school ESE teacher in Florida and my school district has begun to put a huge emphasis into the progress monitoring of ESE students. As of now we are required to put a hard copy of a monitoring sheet in each teachers mailbox in order to get feedback from them. Besides the fact that the use of all the paper is not good for the enviorment, it is also very time consuming! Does anyone have any ideas or experience on how to get these monitoring sheets out to the teachers via our school e-mail system, while still maintaining the privacy of our students?
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