Wednesday, July 11, 2012
Sunday, July 1, 2012
CHAPTER 10:
**Discuss the most important role of student assessment.
Prensky suggests that most past assessments are summative, which gives no supportive feedback other than ranking one student performance against another. More useful assessments would be abundant in feedback helping students to learn from their mistakes. Ipsative, peer, real-world, and tool-based assessments give both the teacher and student a better idea of their strengths and weaknesses. Teachers will have a broader scope of each student’s capabilities and may be able to identify at-risk youth more clearly. Further, these are the types of assessments they are more likely to encounter post-education. After all, I believe teachers primary goal should be to prepare students for what awaits them beyond the classroom walls so they may become productive members of the global community.
Prensky suggests that most past assessments are summative, which gives no supportive feedback other than ranking one student performance against another. More useful assessments would be abundant in feedback helping students to learn from their mistakes. Ipsative, peer, real-world, and tool-based assessments give both the teacher and student a better idea of their strengths and weaknesses. Teachers will have a broader scope of each student’s capabilities and may be able to identify at-risk youth more clearly. Further, these are the types of assessments they are more likely to encounter post-education. After all, I believe teachers primary goal should be to prepare students for what awaits them beyond the classroom walls so they may become productive members of the global community.
CHAPTER 9:
**Reread the section on "partnering levels" for teachers and students and discuss your experiences as they relate to teaching or observing in the settings that you are most familiar with.
I am almost ashamed to admit that, in my short career, I have hovered between levels 1 and 2 (and occasionally level 3) of the partnering scale. However, this was my own experience as a student, this is what I was taught in my Masters Methods classes, and this was also the guidance I received from my more established colleagues. Only recently have I discovered that “worksheets” is a dirty word and PowerPoint is boring and outdated. Now that I am enlightened with new partnering ideas, I can clearly see there are more efficient and effective ways of teaching. I believe this is especially true for older students who may require “real world” preparation (ie: learning how to research rather than being fed the information by the teacher.)
CHAPTER 8:
1. How can I elicit maximum creation from my students related to their learning?
I should begin by asking open-ended guiding questions. Not only does this force me to become the “guide on the side,” students must give thoughtful and complex answers. Of course, this requires students to take control of their own learning and allows them to be as creative as they wish. They may use any number of tools and technologies to answer the question and may even incorporate their interests (leading to a much higher level of engagement). Further, this kind of choice signals to students that their opinions/likes/dislikes really matter to the teacher and they will be more willing to produce creative classroom tasks.
2.How can I help my students engage in world conversations?
In the past, students produced work simply to show one person: the teacher. This method doesn’t make much sense in the 21st century; most everything kids interact with today can be shared anywhere at anytime. I can change this by having students post their work on the web (blogs, wikis, youtube, etc.) This will help make their learning real and relevant. Personally, I liked Prensky’s idea of having students write persuasive pieces to their local politicians or post them on message boards (as a Social Studies teacher, I’m constantly looking for new ways to teach the importance of civics).
3.How can I continually raise the bar for my students’ creations?
Prensky makes an excellent point: we must not praise or evaluate student work too highly simply for using technology or completing the given task. Students should be encouraged to put as much of themselves into their work as they can. This means they should incorporate their interests (along with the content) and constantly challenge their own creativity. The teachers should only offer advice on assignments and inspire students to accomplish great things on their own.
I should begin by asking open-ended guiding questions. Not only does this force me to become the “guide on the side,” students must give thoughtful and complex answers. Of course, this requires students to take control of their own learning and allows them to be as creative as they wish. They may use any number of tools and technologies to answer the question and may even incorporate their interests (leading to a much higher level of engagement). Further, this kind of choice signals to students that their opinions/likes/dislikes really matter to the teacher and they will be more willing to produce creative classroom tasks.
2.How can I help my students engage in world conversations?
In the past, students produced work simply to show one person: the teacher. This method doesn’t make much sense in the 21st century; most everything kids interact with today can be shared anywhere at anytime. I can change this by having students post their work on the web (blogs, wikis, youtube, etc.) This will help make their learning real and relevant. Personally, I liked Prensky’s idea of having students write persuasive pieces to their local politicians or post them on message boards (as a Social Studies teacher, I’m constantly looking for new ways to teach the importance of civics).
3.How can I continually raise the bar for my students’ creations?
Prensky makes an excellent point: we must not praise or evaluate student work too highly simply for using technology or completing the given task. Students should be encouraged to put as much of themselves into their work as they can. This means they should incorporate their interests (along with the content) and constantly challenge their own creativity. The teachers should only offer advice on assignments and inspire students to accomplish great things on their own.
CHAPTER 6:
*Describe the "Prensky Apostasy" and then agree or disagree with it... supporting your opinion. Before you write your response, read "Cell Phones are a Distraction" as well
Prensky suggests that technology (PowerPoints, twitter, computers, interactive white boards, etc.) should primarily be used by students, not teachers. He acknowledges that this is not a universal view; however, he believes it to be essential for the partnering classroom. Why should teachers reserve the right to work technology when most students are more proficient anyway? Further, just like with more antiquated instruction, teachers should never use technology for students in an effort to complete a given assignment. Students should be taught how to use technology responsibly and constructively to yield the best educational and social results. I am in partial agreement with Prensky. While I believe students should definitely be privy to the latest and greatest technology (because they must “do” to “learn,”) I don’t think it should exist solely for their use. Teachers should be trained and involved in whatever technology is being used to provide the maximum feedback for students.
Cell phones have always been a hot-button issue with me. It’s been my experience that they are a colossal distraction as most students trade texts, emails, and even phone calls during important classtime. However, in light of recent discussions and Whitby’s fantastic article, I am willing to reconsider and introduce cell phones into my classroom. I intend on teaching students appropriate educational uses (and non uses) for today’s phones (ie: polleverywhere.com.) Smartphones are not going away and teachers can best serve students by instructing them how to use such powerful technology responsibly.
Prensky suggests that technology (PowerPoints, twitter, computers, interactive white boards, etc.) should primarily be used by students, not teachers. He acknowledges that this is not a universal view; however, he believes it to be essential for the partnering classroom. Why should teachers reserve the right to work technology when most students are more proficient anyway? Further, just like with more antiquated instruction, teachers should never use technology for students in an effort to complete a given assignment. Students should be taught how to use technology responsibly and constructively to yield the best educational and social results. I am in partial agreement with Prensky. While I believe students should definitely be privy to the latest and greatest technology (because they must “do” to “learn,”) I don’t think it should exist solely for their use. Teachers should be trained and involved in whatever technology is being used to provide the maximum feedback for students.
Cell phones have always been a hot-button issue with me. It’s been my experience that they are a colossal distraction as most students trade texts, emails, and even phone calls during important classtime. However, in light of recent discussions and Whitby’s fantastic article, I am willing to reconsider and introduce cell phones into my classroom. I intend on teaching students appropriate educational uses (and non uses) for today’s phones (ie: polleverywhere.com.) Smartphones are not going away and teachers can best serve students by instructing them how to use such powerful technology responsibly.
CHAPTER 5:
Guiding questions are essential to successful partnering! Describe the characteristics of "good" guiding questions. Try and think in terms of the lessons you will be creating for this course and for your future students.
Although there are two types of guiding questions (overarching and detail-orientated), there are some characteristics that establish the good from the bad. Good guiding questions should be prefaced by a “why” or “how,” easily understandable, convey important knowledge, flexible to connect with student interests, and inspire students to take real action (both locally and globally).
An example of a guiding question may be, “how is Pearl Harbor similar to 9/11 and how can we prevent it from happening again?” A question like this can give students a more complete understanding of the content because it requires a thoughtful, complex answer. Further, it can create meaningful learning for students and encourage them to “be real” with the world around them.
Although there are two types of guiding questions (overarching and detail-orientated), there are some characteristics that establish the good from the bad. Good guiding questions should be prefaced by a “why” or “how,” easily understandable, convey important knowledge, flexible to connect with student interests, and inspire students to take real action (both locally and globally).
An example of a guiding question may be, “how is Pearl Harbor similar to 9/11 and how can we prevent it from happening again?” A question like this can give students a more complete understanding of the content because it requires a thoughtful, complex answer. Further, it can create meaningful learning for students and encourage them to “be real” with the world around them.
CHAPTER 4:
1. What is the difference between real and relevant?
“Being relevant” refers to one’s understanding of pop culture, or what is “trending.” Examining current articles or using a popular tv show to help illustrate an educational point demonstrates relevance. However, “bring real” refers to the perceived connection between the student and material. Realness creates meaningful learning as students apply that learning to the world around them.
2. How can I always be real? How can I teach for the future?
I can always be real by allowing students to make as many immediate connections with their own experiences as possible. It is through these connections that they will become knowledgeable and suitable for the real world around them. For example, I could choose reading material that discusses companies, websites, and local issues that impact them on a daily bases. Students could also request (or require) students relate the content to their interests. Still further, I can help students make the connections through guided questioning (ie: “how is Pearl Harbor like 9/11 and how can we stop it from happening again?”)
“Being relevant” refers to one’s understanding of pop culture, or what is “trending.” Examining current articles or using a popular tv show to help illustrate an educational point demonstrates relevance. However, “bring real” refers to the perceived connection between the student and material. Realness creates meaningful learning as students apply that learning to the world around them.
2. How can I always be real? How can I teach for the future?
I can always be real by allowing students to make as many immediate connections with their own experiences as possible. It is through these connections that they will become knowledgeable and suitable for the real world around them. For example, I could choose reading material that discusses companies, websites, and local issues that impact them on a daily bases. Students could also request (or require) students relate the content to their interests. Still further, I can help students make the connections through guided questioning (ie: “how is Pearl Harbor like 9/11 and how can we stop it from happening again?”)
CHAPTER 3:
As states in Chapter 1, most of today’s teachers are “trained to talk” at students and not necessarily take student thoughts and opinions into consideration. The partnering roles of “teacher as coach” and “teacher as guide” are in complete contrast to the aforementioned model. These new roles rely heavily on student feedback (with very little teacher telling) and strive to make students better and more prepared young adults. Students must be willing to “take the journey” created by innovative and energetic teachers who see themselves as only facilitators and providers.
Also stated in Chapter 1, students must hypothesize, explore, research, self-monitor, self-correct, discuss, think, review, as well as any other process that might help them take control of their own education. Partnering allows students to follow their passions and to learn helpful “real world” skills. This is particularly true of technology skills that this new generation has grown up with.
Also stated in Chapter 1, students must hypothesize, explore, research, self-monitor, self-correct, discuss, think, review, as well as any other process that might help them take control of their own education. Partnering allows students to follow their passions and to learn helpful “real world” skills. This is particularly true of technology skills that this new generation has grown up with.
CHAPTER 2:
In my opinion, “leaving the stage” is the central concept of partnering. Teaching should not be about the needs and wants of the teacher, but rather of his/her students. Every effort should be made to engage students in a meaningful lesson and encourage them to take ownership of their own education. Being the “guide on the side” automatically shines the spotlight on the students and their own work.
I have based my own teaching practice so far on covering technology and collaboration through Bloom’s Taxonomy. Although I don’t think that is an incorrect way to organize instruction, I really like Prensky’s “verbs and nouns.” It’s a very clean way to explicitly state the expected level of partnering, particularly in reference to technology. This ensures students practice a skills (ie: presenting) as well as a tool (ie: PowerPoint).
I have based my own teaching practice so far on covering technology and collaboration through Bloom’s Taxonomy. Although I don’t think that is an incorrect way to organize instruction, I really like Prensky’s “verbs and nouns.” It’s a very clean way to explicitly state the expected level of partnering, particularly in reference to technology. This ensures students practice a skills (ie: presenting) as well as a tool (ie: PowerPoint).
CHAPTER 1:
1. What works in the classroom today? What needs changing?
Prensky and myself are in total agreement that the most effective and engaging lessons are ones that possess a high level of creativity, meaningful discussions, and individual interests of the students within the class. School trips, group work, and other hands-on activities that immerse students in content and context work particularly well. Further, Teachers should always be energetic and respect the thoughts and opinions of their students.
Most of today’s teachers are “trained to tell,” however today’s students are not listening to their teachers. Therefore, to significantly improve the current state of American education, we must start making changing. Classrooms must be made more student-centered by utilizing student interests, “why questions,” new (and perhaps unfamiliar) technology, as well as mutual respect among classroom community members. The teacher must learn to relinquish some (if not most) of her control in an effort to yield better academic results and create young adults who are well prepared for their future in the “real world.”
2. Can we see students differently? Can we achieve mutual respect?
Because of their strong connection to (or increasing dependence on) technology, students are moving faster than any generation before them; their entire lives are organized on and around the internet, which is always extremely accessible. A boring, cookie-cutter lesson that lacks meaning is no match for the attractive flash of information beaming into a student’s pocket. Prensky suggests viewing students like a “rocket” rather than a 19th century “train on a track:” as a teacher (or “rocket scientist”), it is our job to mix the right “fuel” to allow them to do extraordinary things.
Although I don’t like his overused analogy, we must start viewing students as the intellectual, tech-savvy, young adults they actually are rather than passive containers for our lecture material. By creating an environment of mutual respect, students will be more willing to fully participate in the learning process. It will give them confidence and a drive to perform at their highest ability, which is the ultimate goal of any teacher. Further, if students sense they are respected, they will become more likely to give that respect to other members of the classroom community.
3. What is partnering? What are the teacher’s and the student’s roles?
Partnering is a form of teaching when the onus to learn is completely on the student. They must hypothesize, explore, research, self-monitor, self-correct, discuss, review, as well as any other process that might help them take control of their own education. Partnering allows students to follow their passion and to learn helpful “real world” skills. Therefore, a teacher acts as a guide, coach, and facilitator of content and context. They set goals, design engaging lessons, create questions and control the general flow of classroom activity. Although partnering is not new, it has been generally been abandoned in the current state of American Education.
However, I still have some concerns about partnering as a teaching strategy. First, given the varying abilities of students with special needs, is it possible to employ advanced partnering in a self-contained or inclusion class? Second, when I have attempted to use partnering in my own classes, students refused to work because they knew we would be reviewing the work regardless if they actually did it. Isn’t partnering only as successful as students are willing to make it? Third, as Prensky suggested, how does one partner effectively with an unwilling administration and subpar district technology?
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