Project #14 Project Based Learning Lesson Plans

What's Your Word?
    In my lesson plans I have created a project that is to help with the understanding of vocabulary words. It will require that my students know how to use the program wordle. I have created a site so that you can access and view my entire lesson plan. The site includes what is required for the project, all of the due dates and length of the project, and rubrics for evaluation. You can view my entire lesson plan here.

Blog Post #10

What Can We Learn About Teaching and Learning From Randy Pausch?

    Randy Pausch gives a compelling and heart wrenching lecture on childhood dreams. Randy Pausch was an alumnus of Carnegie Mellon University who pioneered some of the greatest virtual reality programs and co-founded the Entertainment Technology Center. In this lecture, Randy, gave a list of all of his childhood dreams and how he achieved or did not achieve them. There are some major points from this lecture that we can implement into our classrooms and instill into our students. First, we should always challenge our students to dream. By not encouraging our students to dream, we are limiting our students perception of what the future could hold. Secondly, we should always push our students to do their best and then to do more. By pushing our students to do more we will achieve a greater product and the students will have a real understanding of what they are capable of.

In his lecture Randy talks about facing brick walls and how those occurrences can allow us to prove and overcome things. Brick walls give us a chance to prove how badly we want something. When students are faced with a brick wall they will either overcome the wall because it is something they desire to accomplish or will become something that was not a priority. Brick walls also let our students show their dedication. If they are dedicated, it will be proven by facing this wall. Randy talks about the concept of a head fake. In using the head fake technique we teach our students to master a concept directly in an indirect manner. In his lecture he taught his students to create computer software by making it so that they were creating a product but in turn learning how to make software. I feel it could be extremely beneficial to use this in our classrooms. One of the greatest things we can do as educators is make learning fun for our students. When the learning process is fun the material learned will stay with your students. Randy Pausch gave his last lecture at Carnegie Mellon University on September 18, 2007. Randy Pausch passed away on July 25, 2008 of pancreatic cancer.

Blog Post #9

Back To The Future
Caitlin Hinton, Laura Crawford, and Ashley Railey

    In his lecture, Brian Crosby goes into detail about his students being at risk and how they have been at a disadvantage since birth. The way in which he teaches allows his students to be more than a statistic. Mr. Crosby explains his most effective method for teaching students focuses almost exclusively (as it should) upon their engagement in the learning process. By removing the text-book aspect of learning, Mr. Crosby has relied on projects and internet resources to cover the Common Core standards. One aspect that Mr. Crosby pointed out was that he allows his students to blog about their project and embed their video into their blog as opposed to giving them a test. He expects his students to know enough to write about their experiment as opposed to spitting facts out on a test to obtain a good grade. He encourages his students to inadvertently create their own PLNs by which his curriculum is reinforced by contributors around the globe. Crosby ends the video by explaining that we, as educators, need to stop racing kids through school. We need to give them the opportunity to build schema for the world, focus on their future, and consider all possibilities.

Blended Learning Cycle
Caitlin Hinton, Laura Crawford, and Ashley Railey

    There are two components to the blended learning cycle. In Paul Anderson’s video, he explains that by taking the separate entities of online, mobile, and classroom, and blending them all together, the blended classroom is created. The five E’s of the learning cycle are as follows: engage, explore, explain, expand, evaluate. By combining the blended classroom and the five E’s the blended learning cycle is created. The first step is the “hook”--if students are not interested in learning, they will not learn. A “hook” (a captivating question, experiment, thought, etc) is necessary to engage them in the initial ideas of the lesson. The second step is to allow the kids to explore on their own. This can be anything from examining a work (of literature) to experimenting on their own (safely, we should hope). The third step is to incorporate a video into the lesson. The teacher may have the students watch a video in class or at home independently. The fourth and fifth steps are elaboration and review. Anderson states that he meets with the students individually or in small groups where he asks questions to check their understanding. The students aren’t able to proceed to the final step of a summary or quiz until the teachers is sure he/she understands the material. As teachers, we should then explain in detail the various methods, ideas, etc. to the students so that they may understand the more complex aspects of the subject not previously considered. By furthering their exploration, students expand their knowledge of the subject. Then, as teachers, it is our responsibility to evaluate the student’s progress.

Making Thinking Visible
Caitlin Hinton, Laura Crawford, and Ashley Railey
    The key to learning composition (writing and rhetoric) has proved to be the documentation which is mentioned in these videos. By reading their progression from earlier years, or even earlier in the semester, students can visually see what knowledge they have gained.

Blog Post #8

Brainscape
Caitlin Hinton

    For this blog post, the 21st century tool I have chosen is a web program called Brainscape. I will be teaching high school English and therefore there are a number of items that my students will need to remember. Brainscape is an online tool to create numerous files of online flashcards. Within English you have literature, grammar, spelling and vocabulary, and writing. Brainscape would allow my students to have a file for each of these divisions and then they would have flashcards within each file. One of the features that I find extremely useful within Brainscape is when you are studying your flashcards you can rate the term based on how well you knew the information. The rating starts at a 1, which is not knowing the information at all, and ends at a 5, which is knowing the information perfectly. All of the flashcards with a 1 or 2 rating are recycled more often than the flashcards with a 4 or 5 rating. By recycling the information more often it increases your chances of retaining the knowledge as opposed to just remembering it for the test and then forgetting it once the test has been completed. Once you have created your files and flashcards all of your information is saved in the cloud so that is accessible on your computer, phone, or tablet. I would have my students create the individual divisions and then create flashcards from a list of vocabulary assigned. In order to receive credit I would need to see that each student has created their Brainscape files and has defined each vocabulary word given. I feel that my students would benefit greatly from Brainscape because of how the program works by recycling information that the students were not necessarily sure of in order to help them remember it. The reason I chose this online tool is because of the program features and because we live in an ever evolving technological society. The final reason I chose Brainscape is because all of your files are stored in the cloud which makes the information accessible anytime and anywhere and I feel that that will be incredibly beneficial for my students.

Tiki-Toki
Laura Crawford
    For my technological tool, I explored a timeline generator entitled tiki-toki, which I discovered through a member of my PLN, Catlin tucker in her post 12 Tech Tools that Will Transform the Way You Teach!. This wonderful device allows teachers and students to create timelines with background images, embedded youtube videos, links to sources, and information on their subject. I found it particularly useful for teaching literature classes because it seems that the context of the literature studied is hardly ever covered in class. Tiki-Toki provides students with a timeline created by their teachers, and provides teachers with another assignment for their students (yay homework!:)). The program is simple to use and will no doubt encourage students to engage their critical thinking skills when reading and apply what they have read into context. Unfortunately, my free trial did not include the ability to give access via embed code, so here are a few pictures from my creation of a timeline covering the Victorian Era. (I further found that for $125.00 a year, teachers can have an account and allow their students access and accounts as well). here's a picture of the program in action.

Storybird
Ashley Railey
    Ideally, my future English/Language Arts classroom will be filled with 7th grade students. The 21st century tool that I would love to use in my future classroom would be Storybird, an online site that allows students to add art to their original stories or poetry. I have created my very own poem with Storybird that you can see here.
    According to Mobile County Public School System, 7th grade students are required to compose original poetry, write a narrative, and write a lyric or concrete poem or haiku through the school year. I would have the students use this tool with these assignments. When using Storybird, students can show their creativity by applying art work with their words. The students would also have spelling words that they will be tested on throughout the year. I could also implement their spelling words into Storybird to help them gain a better understanding of how to use the words in a sentence correctly. Storybird is set up for teachers and students. The teacher creates a classroom account, and the the students join the classroom. The teacher can then create an assignment along with any specific instructions and due date. Due dates also appear on the students dashboard as a reminder. Once an assignment is posted, the teacher is alerted of which student has submitted the assignment. Students can also comment on each others work, which is a great way to have the students practice peer editing.
    I thought Storybird was a great way to get students excited about writing. When dealing with tweens, you often find that many of them have short attention spans and get bored very quickly. Furthermore, not very many have a desire to learn about grammar usage and poetry. With this tool, students can critique one another’s work, while expressing their own creativity as well. I can’t wait to use this in my classroom.

Project #9 Podcast

C4T #2

    Josh Stumpenhorst blogs about "The Real World," that students are facing today. Josh explains that he grew up in a small town where everyone knew everyone and the most exposure they had to drugs was an occasional dip of tobacco or a case of PBR. He states that he did not experience death at a real level in his life until he was an adult. This was what his "real world" looked like. In this post he talks about how he thought he was preparing his students for the real world but he really had no clue what the real world was for his students. It was brought to his attention that his students were having exposure as early as 12, to things he himself had not been exposed to. He states that he wants to help his students live in the real world they are experiencing. In my comment, I told Mr Stumpenhorst that I knew where he was coming from when it came to growing up in a small town and never really being exposed to anything until I entered college. I also stated that as I work with teenagers on a weekly basis you really do not know what students go through because it is so easy to put on a good face in front of your peers.

    In my second C4T, Josh Stumpenhorst writes a blog entitled I Used To Think. In this blog post, Josh talks about ideals he used to have as a teacher and what his ideals are now. I thought it was an excellent blog post. It really puts teaching into perspective and what preconceived notions we can have about our classroom, students, administrators, and parents. In my comment, I stated that I thought his post was extremely thought provoking and that it really made me think about the kind of teacher I want to become.

Blog Post #7

Project Based Learning Part 1
    The traditional method of a lecture-based class with a project to serve as an indicator of the students’ acquired knowledge has become ineffective. The focus for the students on the project is merely to appease the teacher for a grade (if they even care that much) and not on acquiring knowledge. Project Based Learning requires the students to actively seek the knowledge, craftily incorporated by the clever teachers guiding them, that retains the Common Core standards and curriculum of the teacher. So what comprises a good project according to Anthony Capps? Primarily, the presenter must be able to rely on a good, attentive, knowledgeable audience--one that is not too timid to offer suggestions for revision and praise where it is due. Secondly, the project needs to be relevant to the students. If the students do not care about the project, it will certainly show throughout the process and in the final product. Anthony Capps also suggests that the project should involve the community. Flat Stanley is an exemplary project that sticks in my mind. Most kids in America have attempted it and it definitely requires an involvement in the community. The last, and probably most important, point Mr. Capps gives to create a good project is its ability to cover the common core content within the project. When the students actively seek information, they retain it more effectively and are able to pursue more complex and challenging ideas.

Project Based Learning Part 2
    “With project based learning, you’re going to get more than you expect. So, never limit your students by giving them exactly what you want them to do. Create an opportunity for them to go beyond what you want them to do, and they will.” This excerpt summarizes the video rather eloquently. Anthony Capps wants us to learn how to avoid limiting our students to our standards in the classroom. He provides personal examples from his experience in the classroom. Mr. Capps emphasizes allowing the students to chose the specifics of their projects so that they are able to study a particular area of the general field that they are most interested in. This also instills a sense of pride within in the student as they complete his or her project. It seems most important that the students understand why the project is assigned in the first place. If the students do not understand why they must complete a project, and what knowledge they should gain, they will not fully enjoy the project and will most likely fail to retain information acquired from the project. Anthony Capps also suggests in this video that teachers reward critical thinking with an activity.

iCurio
    iCurio is rapidly becoming an essential search engine for students in the classroom. Anthony Capps tells, in his discussion with Dr. Strange, how his 3rd grade students use this tool in multiple project based learning assignments. His students were able to use iCurio to search for different historical figures based on the criteria they desired. For example, if the student wanted to research the first African-American pilot, the student would put in said criteria and multiple articles would be available. Capps also explains that iCurio doesn’t limit the student to textual information. When researching a person, place, or event multiple forms of information, such as videos, graphs, and images, are available for students. Students also learn how to organize online by filing their articles into folders. iCurio is an amazing tool that can be used by students of all ages.

Discovery Ed
    Discovery Ed is a great tool for students to be able to see numerous videos on a variety of subjects. It allows teachers to bring visual learning to the lecture they have prepared for their students and in turn allow their students to retain what was being lectured on. As Anthony Capps stated: “[Discovery Ed] brings experts into the classroom via video.” It works as a reinforcement of the text and is even considered more engaging by some students.

Additional Thoughts About Lessons
Caitlin Hinton
    In this video Anthony Capps discusses lessons. I have never actually considered how much really goes into creating a lesson. Anthony points out that there are four components to creating a lesson. The first layer is the year. You have to consider how the lesson will fit in the year and if you will cover everything that is required of you. The second layer is a unit. You have to create your unit to fit into the year and to make sure again that you are covering everything that is needed and that all of the projects and activities fit in that unit accordingly. You should have a concept and make it so that it spans the entire unit as opposed to just cramming it into a few days. By the end of the unit your students should be able to master the task that was set before them at the start of the unit. The third layer is the week. At the start of the week you should have set goals that should be completed by the end of the week so that every week will fit into the unit. The fourth layer is the daily lesson. You must cover what needs to be covered on a daily basis so that the week is accomplished. When the weeks are accomplished the unit will be complete. As the units are completed the year will be complete.

Tips For Teachers Part 1
Laura Crawford
    In this video, Dr. Strange and Anthony Capps composed a list of success tips for teachers. One could argue that some of these tips are applicable to much more than teaching--but to life itself. The first tip is to be interested in learning, yourself. If you aren’t interested in the topic you are presenting to your classes, how could you expect them to be interested? The most effective teachers are those that are always actively pursuing knowledge in their respective fields. This enables them to constantly kindle their passion for teaching knowledge that is not only new to their students, but new to themselves. The first tip can easily be extended into the second tip--work and play are not really separate if you are an educator. Teachers should always be learning more about the subjects they are teaching, and the good ones do so willingly.The third tip is to maintain a certain level of flexibility. It is wise to keep an end in mind, a driving goal which provides a clear direction, but do not become discouraged if your lesson plan doesn’t pan out exactly the way you wanted it to. We’re all human; we all make mistakes, and it is occasionally beneficial for our students to realize that as well. A more positive effect of flexibility is that it allows your students to exceed your expectations. As Anthony Capps eloquently stated in another video: “Create an opportunity for [students] to go beyond what you want them to do, and they will.” The fourth tip seems like an absolute asset to any teacher in any class: have your students 100% engaged in the learning process. Research has proven that anyone actively engaged in learning will better retain the information he or she is processing. It is important to keep in mind though that 100% engagement doesn’t necessarily mean 100% retainment. The fifth tip is to reflect periodically on your teaching methods and their effectiveness. Teachers are now highly encouraged to teach their students self-reflect; it follows that teachers must act accordingly.

Don't Teach Tech-Use It
Ashley Railey
    In the video “Don’t Teach Tech - Use it!” Anthony Capps explains to Dr. Strange that in order to incorporate technology effectively in the classroom you should make it part of the curriculum. As educators, we shouldn’t look at technology as something that has to be done, but rather as a tool that should be used in various projects. By introducing a different technological tool once or twice a week, the students will become more familiar. Once students become more comfortable using things such as iCurio or Discovery Ed, they get excited about the projects assigned to them in class. Capps explains that teachers shouldn’t expect perfection from their students when learning how to use these tools. The more the students use the tools, the more they can reflect on their mistakes and develop problem solving skills. Allowing students to use these different forms technology in the classroom will better prepare them for the tools they will use in the future.

Project #13-Project Based Learning Plans

    As a group we chose to create a project based learning assignment from the book To Kill A Mockingbird for 9th grade students. The reason for choosing 9th grade is because it is in the middle of our grade range and we chose To Kill A Mockingbird because it is usually a suggested summer read for students and in my case it was required. This project was designed to have students showcase their acquired knowledge of the book. You can view our full lesson plan here.

Personal Learning Network Progress Report #1

    I feel that our personal learning networks are one of our greatest advantages. It gives us the opportunity to communicate with others in our field and access tools that will help us make our lessons more effective. I have accounts that I check on a regular basis such as Twitter, Gmail, and Blogger. I have created accounts for Symbaloo and Delicious. I also use Dropbox. There are a number of useful and helpful sites available for teachers to enhance their personal learning networks.

C4K Summary for September

    For my first C4K assignment I was given the student whose blog name is French Toast Montanna. In her "I Believe," blog post, she blogged about her love for music and marching band. She admitted though that marching band is not quite as glamorous as it seems. She said there are long days with a lot of standing and sweating. She also commented that it was difficult to remember her music because there was so much to memorize. In my comment to her I told her I knew how she felt, as I was in band myself. I also let her know that I really enjoyed reading her blog and to keep up the good work.

    In my second C4K assignment I had a student by the name of Tahlia. Tahlia wrote her entire blog post in the Wingdings font. I translated her post in word and found that she was talking about a game she had been playing. In my comment to her I told her I enjoyed her post that was written in Wingdings and I asked her what game she was playing. I am still waiting for a response from her.

    In my third C4K assignment I had a student named Ngairie. In her blog post she had a graph showing different camp activities that people enjoyed. The categories were kayaking, blogging, getting lost, and rollerblading. Kayaking was the top scoring activity. In my comment to Ngairie, I told her that I enjoyed her post and that I had been to camp many times and that kayaking was one of my favorite activities to participate in at camp.

Blog Post #6-Asking Question: What Questions Do We Ask? How Do We Ask?

The Right Way To Ask Questions In The Classroom
    In this blog post, Ben Johnson addresses how teachers are asking the wrong questions in the classroom. I never really considered that my teachers were asking me the wrong types of questions until reading this blog post. He points out that there are a handful of students who will answer a question every time and there are the majority of students who will never answer questions. This stems from the way the teacher is asking the question. When a teacher asks if everyone understands he/she is really asking for the permission of her students to move onto a new concept, but that is not necessarily the right question to be asking. In order for our students to understand we need to give them all the chance to process the question and form an answer and then randomly choose a student to answer.

Asking Questions To Improve Learning

    In this article, we are given a number of different strategies for asking questions to our students to improve their learning. Some general strategies we can use for asking questions are planning our questions ahead of time and planning them around what concepts we want our students to learn. We should also aim for direct, clear, and specific questions. We should also aim to respond effectively to our students. It is important to give our students adequate time to formulate an answer for the question that has been asked. We should also strive to not interrupt our students when answering. As educators we should allow our students to give their full response to a question and then offer feedback where it is needed.

Three Ways To Ask Better Questions In The Classroom

    In this post by Faculty Focus, they give the reader three ways to ask better questions in the classroom. The first tip is to prepare questions ahead of time. Preparing questions ahead of time helps you to clarify and conceptualize the question being asked. The second tip is to play with questions. Playing with questions allows you to leave the question unanswered and using strategies to give students time to think about an appropriate answer. The final tip is to preserve good questions. Keeping good questions asked by students can assist more students to think and come up with questions of their own.

Project #8-Book Trailer

Pumpkin Heads!

Project #7- My Sentence And My Passion

My Sentence Is...

My Passion Is...

Blog Post #5- How Can iCurio Be Used Effectively In Your Instruction?

Project #3 Presentation

Blog Post #4-Why Podcasts? How do we do a Podcast?

1st Graders Create Their Own Audiobook
    

My initial reaction to this post was it was absolutely wonderful. Reading can be a very tough skill to master with speech impediments, levels of reading comprehension, etc. I think it is an excellent idea to have kids create an audiobook where they can hear themselves. I feel like as the students hear themselves they become more confident students in the subject of reading. I also really liked the fact that not only did they create an audiobook but they also had a booklet to read along with while they listened to themselves. One thing I have learned from this post is that we can be our greatest motivation and I will keep that in mind when creating my podcast. I thought this was a great project.

Flat Stanley Podcast

I thought this was absolutely adorable. I loved hearing the students voices, talking about where they had been mailed to and the adventures they had had. I thought that this was a great idea to have students participate in. It keeps the students engaged and again I think it is really excellent that they can hear their own voices. I also really liked the idea of having the students research where they wanted to go while being a “Flat Stanley.” Not only did they get the opportunity to read a book, but they also had the opportunity to learn about a different place and culture. I learned that it is really great to be energetic and learn the dynamics of your voice, because it comes off really nicely in a podcast. I really loved this project.

Podcasting with First Grade

I thought this was a great way to get students to break out of their shells. Listening to oneself brings about confidence. I can hear excitement and enthusiasm in the students voices as they interviewed Jack and Annie in the podcast. I feel that this kind of project helps shy children become more expressive and become more comfortable with themselves. I loved that these kids were really taking an active part in the podcast by asking questions and also recording bits where the entire class said something or made a noise. One thing I can take away from this podcast is that being expressive in a podcast can make all of the difference. I thought the students did an excellent job on this podcast.

C4T #1

     I was given Steven Anderson, the Director of Instructional Technology for Winston-Salem/Forsyth County schools in Winston-Salem, NC, for my first Comments for Teachers assignment. Mr. Anderson blogs about the web 2.0 connected classroom.

Mr. Anderson in his most recent blog, reviews a book called Fostering Grit by Thomas Hoerr. This book, which is apart of the Arias Series, talks about developing Grit. In this book, Hoerr, points out that learning takes more than just the core subjects for students to succeed. Anderson speaks very highly of the Arias series, in saying that they can be used not only by students but by teachers and administrators as well. Anderson states that the book is a quick read but the takeaways are immediate and impactful. In my comment, I stated that I enjoyed reading his post about the book and that is was something I could see myself reading.

    For my second C4T blog post, Mr. Anderson blogged about the book Teaching With Tablets.

Mr. Anderson talked about how iPads and Android tablets are becoming more prevalent in our educational systems. He stated that many Administrators know they need to implement them into their school, but they are not quite sure what to do with them. He also talks about how just because we have access to these types of devices does not mean that we always have to use them. In my comment, I stated that pencil and paper, I felt, were becoming obsolete. I also stated that education is increasingly becoming more technologically based. I also said that I feel that a lot of the time we use these devices when it really is not necessary.

Blog Post #3- How Can You Provide Meaningful Feedback to Your Peers?

What Is Peer Editing?

    I have never truly considered what “peer editing” is. Anytime I was asked to proofread work for someone, I mostly concentrated on telling them what was wrong and how to fix it. I have never taken into consideration their feelings and how what I said might affect them. In the video, “What is Peer Editing”, we are given a simple illustration of what peer editing consists of. Peer editing is meant to help your classmates improve their writing by offering positive feedback. There are three steps when editing a peer's work as outlined in the slideshow "Peer Edit With Perfection Tutorial." .

You always compliment their work first. Let them know that you enjoyed reading their work, and tell them what you liked about it. Secondly, you offer suggestions. Suggesting that different word usage or elaboration could make their writing seem more clear would be more effective than telling them that you did not understand or that their work did not make any sense. Thirdly, you make corrections. These corrections can be made publicly or privately, but they should always be made in a respectful and positive manner.

    I greatly enjoyed the video “Writing Peer Review Top 10 Mistakes.” This is a great tool to help you understand what not to do when peer editing. It is not necessary to be a "Picky Patty" or a “Mean Margaret.” In order to provide meaningful feedback to your peer's, you must edit with the utmost respect and understanding. You do not want to tell your peer that their work was terrible and that it was hard to understand. This only tears them down and makes you look extremely rude. When peer editing consider how you would feel if someone had only given you negative feedback and never pointed out any of the positives in your writing. It is essential to successful peer editing to provide positive comments and polite suggestions and corrections.

Peer Editing My Group

    I commented on both Laura Crawford’s and Ashley Railey’s most recent blog posts. I chose to comment publicly on their blogs because I did not feel that they had any errors that were deemed severe enough to address them privately. I feel that a few grammatical errors is not something that needed to be pointed out in private. In the situation that there had been numerous errors, I would have addressed them privately. I feel that I have learned a great deal about peer editing from the videos and tutorials mentioned above and I believe that peer editing is a great tool for students to use in the classroom.

Blog Post #2- What Will Teaching in the 21st Century be Like?

Mr. Dancealot
Ashley Railey, Caitlin Hinton, Laura Crawford

    "Mr.Dancealot” is an exemplary video concerning how many teachers in today’s society give facts and/or opinions, expecting the student to take notes, study, and regurgitate what the student “learned” in class. The problem with this form of education is that the students never actually retain what is taught. Even if the students are not necessarily kinesthetic learners, when the subject matter is an activity it follows that the subject must be, well acted. This is applicable to any field of education. You cannot expect a student to learn math without making his/her own calculations, learn science without experimentation, or learn composition without writing. Just as a coach would never put a player up to pitch at a baseball game without first practicing to throw, a student in a classroom cannot learn without practice. The video was a great example of what not to do in a classroom. In order for students to succeed, practice is essential.

The Networked Student
Caitlin Hinton

     In the video, “The Networked Student,” we are given a glimpse of what education is evolving into. Education is increasingly becoming more web based as opposed to lecture based. In the video we are introduced to the idea of connectivism. Connectivism promotes that learning occurs as part of a social network composed of many diverse connections and ties. The important aspect of connectivism is the connections that can be made possible through this type of learning.

     There are endless possibilities, when it comes to connectivism. In this video I thought it was incredible that the student had access to lectures from some of the most renowned professors in the country. I feel that this video is a testament to all of the benefits of self-taught learning. Students these days have access to virtually anything they want to know and have the means to reach it right at their fingertips. I believe that this is where education is going. Education will become paperless and it will all be web based.

     So what about the teacher? Does their job become obsolete? Absolutely not! The teacher will play a vital role in the connectivist classroom.

While students have the ability to access all of this information, they still need someone to teach them how to gain access to this limitless information. The teacher becomes a helper when the student gets stuck. The teacher instructs the student to communicate properly, and discern between right and wrong information. The teacher becomes a resource and an aid for whatever the student may need. Although paper will become antiquated, the teacher will always have an important role to play in a student’s education.

Harness Your Students' Digital Smarts
Ashley Railey
     This video features Vicki Davis, a teacher in rural south Georgia, who is leading her students in a technology based class. She is expanding the students ability to learn through technology. One statement she makes that really stuck out is that she is focused on the students “learning how to learn.” She also speaks of the empowerment the students feel when they figure out something own their own, and that they often teach her new things as well. The students experience a hands-on type learning, giving them the ability to retain the knowledge they gain in the classroom. They work alongside students around the world by using Wiki Teen, which is described as a global collaborative project which allow the students to post their assignments and connect with other teachers and students through blogging.

     This is an incredible advancement in the modern classroom. Much different than the pen and paper style teaching I experienced in high school 10 years ago. It gives a much broader approach to learning so that each student can work at his/her own pace. If this is the future of education, then I see a much brighter future for our culture as a whole.

Teaching in the 21st Century
Laura Crawford
     The reality of the matter is that since 1990 we have all been connected. From the glorious invention of the internet spiraled a sociological revolution unparalleled in history. Kevin Roberts provides a suggestive explanation for old-fashioned teachers in a high-tech, tumultuous world in his video "Teaching 21st Century Students". By evaluating the positive uses of technology in education and confronting the fears that most educators hold. Roberts provides an optimistic and encouraging emphasis on the way that technology can and will change education in the near future.

    It is impossible for technology to be eliminated from society. Considering this, Roberts highlights a very real and very pressing fear: since our students are utilizing technology that we have not taught, they are doing so at their own risk. The internet is a wonderful tool, if used wisely. Without teachers educating students on the harmful ways of “pirating, plagiarism, slander, copyright, [and] crowdsourcing”, students are likely to cause harm to themselves and potentially others while attempting to operate with good intentions. Roberts makes it explicit that teachers have the ability to eradicate this harm from their students; I will go even further and says that we hold the responsibility to.

     A further concern of educators today is the misuse of technology in the classroom as entertainment instead of a conduit of knowledge. Roberts easily defies this by arguing that “the tools provide temptation, but they are not the source of negative behavior”. He emphasizes that the purpose of education is to engage the students and not entertain them. I agree completely. Without an effort by the students, genuine learning is impossible. So how do we encourage students to make that effort? Easy—we engage them.

    Roberts also emphasizes the more positive attributes of technology. The term “create” has been completely redefined through “blogging, podcasting, animating, planning, recording, designing, [and] programming”. Physical distance is insignificant since the creation of webcams, blogs, and even search engines—all of which vastly broaden the scope of what we are able to teach. Roberts advocates that we must “teach students how to…validate information, synthesize information, leverage information, communicate information, collaborate with information, [and] problem solve with information.” The wonderful part is that all the information is already out there for our students to explore.

Blog Assignment #1

My Classroom

    I imagine my classroom as a place where discussion is the focus. Creativity will be encouraged and inactivity will not be an option. Krissy Venosdale sees her classroom as a place where creativity and individualism are fostered and promoted. I feel that Sugata Mitra stresses that students can learn anything if given the means to do so, such as in his "Hole in the Wall" computers. I feel that students can do anything given the opportunity and the technology to do so. I will be teaching high school English and the emphasis in my class will be that grammar is a part of our everyday lives, and it is imperative that we know it. I will also stress that critical reading is consequential, and its value will always sustain itself.

What I Want My Students to Know

    I want my students to know the importance of good grammar and the fundamentals of writing, as well as the value of literature and being able to read comprehensively and critically.

What I Want My Students to Be Able to Do

    I want my students to be able to write effectively and proof read their own writings as well as others. I also want my students to acquire the skill of critical thinking, in regards to literature, and also improve their reading comprehension.

My Methods to Teaching

    In regards to grammar, I would like to teach my students the fundamentals of grammar. Parts of speech, punctuation, and diagramming sentences would be just a few of the topics I would cover in my class. One method I have found to be effective, is having students come to the board and diagram sentences and then discuss, as a class, what is correct and incorrect. In writing, I believe that proofreading is an essential skill to have. I would like to have my students proofread samples of paragraphs and papers to correct errors. I feel that this would be extremely beneficial to my students. In literature, I feel the best approach is a discussion based focus. Literature is supposed to challenge our reading comprehension. In testing their reading comprehension, I would have them read a passage from Shakespeare and then have them tell me what they felt the passage meant. I feel this will push them to really dig deep and find the answers, so they can adequately contribute to the class discussion.

The Tools I Will Use In My Classroom

    The tools I will use in my classroom are iPads or computers. I will have my students use them to do research for whatever we may be writing or reading about. I would also like to show videos on approaches to grammar and writing, as well as improving reading comprehension.

Test Post 2

Test Post 2

My Test Post Title

This is my first post. I clicked the HTML tab and now I'm a blogger.