Arends Post.

Read the article by Arends and use your post to discuss one of the following issues.



#1 What are some of the behaviors of effective classroom managers as described in the Texas and Kounin studies?



The Kounin studies show us that effective classroom managers "maintain good activity flow, who were "with it", and who used concepts he labeled overlappingness, smoothness, and momentum...." All of these things increase work involvement from students in the classroom. Teachers who have smooth lesson plans make it so that students disrupt less and are focused on their work more. Teachers who have everything planned, who are aware of classroom events and have a great activity flow are the best classroom managers.



In the Texas studies, researchers found that effective classroom managers have procedures that "governed student talk, participation, movement, turning in work, and what to do during instructional downtime." Instructions in these types of classrooms are clear and behavioral issues are handled the same every time, as well as promptly. Good classroom managers also have clear and precise work requirements and monitored students' progress in a way that was effectie and careful. Directions in these types of classrooms are clear and explicit.



In the beginning of the year, rules and such were discussed and students know what is expected of them. These classrooms have instructional procedures that are effective and the teacher cares more about the students, listens to them more, as well as have better affective skills. Teachers who go over all of this stuff in the beginning of the year have students that maintain these good classroom behaviors throughout the year.

Grabe!

Grabe Post-

What is the Big Six and how should it be used?

The Big Six is a set of questions that one must ask themselves when involving themselves in Internet Inquiry-Based projects. In answering these questions, students teach themselves skills necessary in using the Internet as a tool/resource of inquiry. The questions in the Big Six are as follows:

1. What needs to be done?

-skill learned: student identifies the sort of information problem they are dealing with

2. What can I use to find what I need?

-skills learned: student identifies what seems to be the best and most appropriate resources to figure out where they can find the answers to solve problems.

3. Where can I find what I need?

-skills learned-learner is able to find specific resources and learns how to use such resources

4. What information can I use?

-skills learned: student reads/views the actual information (process info), decide what is useful for problem, and then use the info that is needed.

5. How can I put my information together?

-skills learned: student puts information together to solve the problem

6. How will I know if I did my job well?

-skills learned: student learns how to reflect and evaluate their work and how they got to their solution.

The Big Six should be used for “understanding the application of Internet resources to information problems and for suggesting skills students may need to develop to take full advantage of the Internet”.

It should be used for inquiry-based research on the Internet, as well as real life problems and questions in every day life.

Harris Post

Harris (2000)

Some critics believe there’s no place for Internet projects in today’s world of high stakes testing and emphasis on student achievement. Harris in her 2000 article states against this criticism saying that, “it’s true that some Internet enriched learning activities seem disassociated from curriculum standards, we must remember that tools don’t constitute curriculum. Rather, tools should be used in service of students’ learning needs.” Harris believes that there are many ways that the Internet can help with projects in schools. Students can telecollaborate, as well as use the Internet for teleresearch. There are many kinds of learning activities that can meet curriculum standards while incorporating telecollaboration and teleresearch. Because there is not more time and/or space for additional technology in a student’s day at school, teachers need to use technology for their content. Harris says, “Fortunately, Internet tools and resources are not additions to our curricula; rather, they can be used as “instruments of construction.”” Projects need to have a combination of curricular goals, telecollaborative activity structures, as well as teleresearch purposes.

Basically, “if the testing instruments are reliable, valid, and matched to relevant curriculum standards, the benefits of such project-based learning should also be reflected in higher test scores.” The Internet/technology in curriculum-based ways not only directly addressed curriculum standars but can also do so in a time-efficient and learner-centered way.

I think technology/Internet in the classroom is a must. As stated in the article, technology is “student-centered, active, problem-based, multi-modal, and interdisciplinary.” I support Harris, especially everything we have learned in this class.

Photostory Assignment

CPB article!!!!

#2 How can teachers use video to promote student achievement?

I know that when a teacher shows a video in class I am a happy camper. I feel that I can watch and learn what I need and actively engage with the material. The article talks about students being active learners and bringing their own knowledge and experience to what is being viewed. I think this is completely true. Visuals (along with sound) "trigger instinct, emotion, and impulse." It is best because the students will remember content they have watched that they connect with. Studies have shown (in the article, as well as what we learned in class) that students will remember up to 50% of what is seen and heard.
Not only is the above true, but certain students learn differently than others. One student might be fine just listening to lecture, but another student might need to view and hear something to learn what is needed.
Visuals, such as television in the class, motivate students to learn. A teacher could put on a program that is relevant and intriguing to students. It's not the traditional way of learning, which is teacher-centered. A good program is interactive with students and is not too easy or too hard to retain.
It all depends on what is being shown in the class. If a teacher shows an out of date clip, a lot of students might lose interest. It depends on the teacher and their judgment.
Thanks!

hahahah oh man!!!

This is so incredibly funny. I hope you all find this is as hilarious as I do.

Reiser Post!

I spent some time looking through about ten different Intergrated Unit Plans and the one that I would like to discuss specifically in conjunction with the Reiser article is the Anti-Drug and Alcohol. This link provides several different components that reflect the TEAMS instructional units described in the article. First off, there are several different sorts of subjects covered in this unit. The students must read Go Ask Alice, which is language arts. There is a lot in that book to write about. Their unit also covers social studies, math, AND science. I think that this would be quite difficult for one teacher because they would have to know quite a lot in several subject areas to teach. Reiser talks about team teaching and I think that it is essential for teaching these type of integrated unit plans. One teacher cannot go it alone. The TEAMS approach is based on technology and there is plenty of technology in this unit plan. There are several attachments, website links, videos, etc. This is the basis of the TEAMS approach. The students are actively constructing their knowledge on drugs/alcohol. The learning is in their hands and is guided by the teacher. I really do think that this teaching is worthwhile, even though it might take more planning and time. I think it is totally doable if team teaching occurs and if their is meetings, like there are described in the article. I think students would benefit from connecting subjects, using technology to learn the content, all the while working in groups.
I think I would definitely like to be apart of something like the TEAMS approach one day!!!

Ashlie!!! #1

Gabcast! Ashlie!!! #1

Kauchak Post

1 According to Kauchak (1998) what are three functions of teacher questions? What role does technology play with accomplishing these functions?


According to Kauchack, teachers have three function in asking their students questions. These functions are as follows:
1.) assessing current understanding,
2.) increasing learner motivation, and
3.) guiding new learning.

Technology can play a major role in question and its functions. For instance, like we did here in our class by using the poll devices in class. A teacher can know by questions where they are, where their students are, and where they need to go by the answers to the responses. Blogging is a great tool for assessing current understanding. The teacher could post questions and the students could respond to the questions and this will let the teacher know where the student is at depending on the topic. We do this in our class as well. Jared post's questions to the readings and he can assess where we are and if we have even read the readings.
Students, for the most part, are curious about what they do not know. A lot of students do not know how to use a lot of kinds of technology, especially in the classroom. Using technology is a great way to increase learner motivation in answering these questions. I would much rather post a blog, an audio blog, or a video blog and respond to the questions than just talk in front of the class. Students can learn how to use certain types of technology while answering questions or even creating questions for their teacher and/or fellow classmates. Because technology is student-centered and a constructivist way of learning, questions answered or asked by students can help guide their learning. The third function is instructional and students can find themselves almost instructing their own learning, with the teacher as their guide/vessel for where to go next.

Roblyer Post!

I think that there is a huge difference between acquiring knowledge and employment of knowledge. Tennyson describes acquiring knowledge as verbal info and procedural knowledge. Students are not as actively involved in acquiring knowledge. It is mental and internal for the most part and pretty darn passive. The employment of knowledge is different because it is active and students are using what they have acquired beforehand. They are actually learning by doing. Employment of knowledge is a constructivist theory and acquiring of knowledge is directional instruction. Contructivist learning (from what we have learned from both articles) is directly related to technology in the classroom and cooperative learning theory. Employment of knowledge and hands on and it is the best way for students to learn. As stated in the article, 30% of the time we use acquiring knowledge and 70% of the time we use employing knowledge. Employing knowledge is spent on contextual skills, cognitive strategies, and creative processes. It makes a lot of sense to me!!!

ashlie intro

hello everyone.

im ashlie nanes. im 24 (almost 25)! and i love life. i was raised a military brat, so i have lived a lot of really amazing places (italy, germany, las vegas, here). I love to travel and i love learning about other cultures and people's similarities and differences. I am obsessed with literature, both reading it and writing it. I have worked at a bookstore for over six years now and am an English Teaching major and an ESL Teaching minor. I am up for discussion on books/authors/theory, etc. anything having to do with lit. I am mostly obsessed with bike riding right now. I will be really sad when it snows, because then I won't be able to ride my bike.

I'm into art, film, and music as well. I listen to a lot of older music and am currently listening to a lot of Neil Young, Trex, and the Rolling Stones.

I want to be a teacher because I want kids to be as excited about books and reading as I am. There are a great many lessons to be learned from reading the words of others. Also, teaching English covers a wide variety of other subjects (art, history, etc etc), and I am excited to connect these subjects together.

I think that is all for now. I hope everyone is doing great and I'll see you in class Wednesday.

ashlie

Edit: Also, I would like to use technology in my class for EVERYTHING. I want to be able to show movies, share music and art, communicate writing more effectively through using computers/Internet, and maybe even use blogs for my class! This class has totally inspired me to use blogs in the classroom. Really, the possibilites are endless with technology!

a perfect image.

i want one of these bad boys.
Yes, YES!!!!! i need a sugar daddy to buy me one..or something of the sort.
Let me experiment: this UEN link.
Let me see if this works.

Why technology?

I was in this class in the summer for a few class periods and I have already posted on the subject. Here I am again. I am glad that I am taking this class now instead of in the Summer. Summer semester seems too rushed. I am a slow learner. Anyways, I hope I didn't have to post on this again. I reread the Barron article as well as my first technology post. Glad to be here again!!!

ash

TECHNOLOGY!

I think the biggest benefit of using technology in the classroom is that it is relevant and engages students in different ways than they typically think school is about. Students can learn different technological strategies that they can use the rest of their life, while learning content. I think that students will use their technological skills in their own lives (future schooling, jobs, personal life, etc.), and they will always think back to where they learned these technological advances. I like a quote from the article, "We must be prepared to use technology to learn, teach, collaborate, communicate, and compete" (pg.17). Technology, because it is so vast, can reach every type of learner and engage them in new and different ways. I know that for me, using technology (even in this class), I am much more engaged than if I were taking notes and just sitting and listening. This, in turn, gives students more motivation to learn and pay attention! Cheers!