The Flipped Classroom

I really like the concept of the flipped classroom. The example of a flipped classroom shown in the TED-Ed podcast was amazing. The students seemed engaged in their learning and by having the students learn the content ahead of time, they were able to spend more time applying it in the classroom. The Flipped Classroom model also supports best teaching practices. I feel that students only truly learn the content material when they are asked to apply it in realistic situations. Through The Flipped Classroom model, students are doing just that! They are learning the material on their own time so they can use class time to apply the content which is the true goal of learning!

TEDxPhilly Response

I loved Chris Lehmann's depiction of high school. Thinking back to my own high school days, I can totally relate to the cycle of going from one period, to another, then another, then lunch etc and by the end of the day struggling to remember what I learned in that first period. It's a vicious cycle. I also related to his story about his wife in her high school physics class. The reason I can relate unfortunately is because I did the same thing. One day in my 11th grade physics class, I was bold enough to ask my teacher when I would need to use what we were learning. He told me that unless I go into a career in physics I won't ever use it but maybe to pass my SATs and get into college. Needless to say I became very uninterested in what we were learning. Years later, I figured out that it wasn't WHAT I was learning that was important, but rather the skills I was acquiring from being in that class. It is so important that teachers make what they are teaching relevant to their students' lives. Students should leave class feeling inspired not questioning whether the last 40 minutes was a waste of time. We need to move away from the bubble tests and assess our students in meaningful ways, ways that help show them how to apply what they are learning to their lives outside of school.

Project Based Learning

I loved the article "Enhanced Podcasting." The article summarizes how podcasting can be incorporated into each subject area to enhance the content. What I particularly like about podcasting is it's so versatile. Teachers can effectively use podcasts in every subject and with every age group. The possibilities are endless. I loved the storybook idea for literacy projects. I feel that by giving students a way to create a storybook, they will be so involved in their learning and that is when learning becomes meaningful. It reminds me of when Chris Lehman in the TEDxPhilly video tells the story of when his wife asked in her high school physics class why she would need to know what he was teaching. The teacher wasn't able to give her an answer beyond, you will need it to pass the test and go to college. Now, I know that this teacher was a replacement teacher for the previous physics teacher, so he may not have known how to explain it, but I still think it proves the point  that we need to make learning relevant to our students. Unless the content we are teaching is relevant, our students won't learn. Incorporating technology into the classroom is a way to make the curriculum relevant. Not only will we be teaching our students the information they need to know, but we will also be teaching them the skills they will need to function in 21st century society.

EdReach Podcast Reaction

I listened to the podcast “School’s Need Social Media Directors?!” I was draw to this podcast because it talked about social media. I am still intrigued with how teachers can make use of social media sites in the classroom to enhance their students’ learning. Before starting this course, I was very weary of using certain internet tools in the classroom. Perhaps it is because I will be teaching in elementary school, but it just seemed like more trouble than beneficial to me. I was hoping that this podcast would offer creative ways to use technology at all classroom levels. I felt the podcast was very focused on middle and high school classrooms. The educators speaking were all involved with those aged students so that makes sense. However, because of that it was very hard for me to relate what they were talking about in the podcast to how I would use that technology in the classroom. Also, I found the educators in the podcast very annoying. I felt they went off task a lot with random side conversations that did nothing to enhance the podcast. The first 10 minutes of the podcast were even taken up with conversation that had nothing to do with the purpose of the podcast. I would be interested to find a podcast that featured a group of elementary school teachers talking about technology in the classroom. It would be fascinating to hear how they design curriculum around the use of technology and also their interactions with parents. Have they found that most parents are supportive of that much technology integration at a young age? Or, have they dealt with parents who are weary of a lot of social media use in the classroom and how have those teachers addressed those concerns?

            I think podcasts can be a great tool to use for professional development. They give educators a way to communicate and collaborate with teachers all over the world. They also create a way for educators to be exposed to more professional development opportunities then they would if they just attended in-person workshops and lectures.  Podcasts allow teachers to learn on a global scale by having access to educators that they would not be able to collaborate with if podcasts did not exist. 

Can podcasts enhance classroom instruction?

A podcast is an audio or video file that can be accessed from the Internet anywhere at any time. There is a lot of value in having podcasts because podcasts help bring content into the 21^st century classroom. They combine the use of technology with traditional curriculum content to allow students to learn the necessary material. Students can also use podcasts to demonstrate what they have learned. They give students the opportunity to not only demonstrate their own knowledge, but to teach their peers. In all that we know about ways that students learn best, giving students that opportunity to teach what they know to others is one of the most effective ways for students to internalize important concepts themselves. Working with Podcasts also teaches students vital skills that they will need to function in 21^st century society. The ability to create, manipulate, and interpret digital media is a skill that students will need for the rest of their lives. Podcasts also support the most effective ways to learn. When podcasts are used, teachers and students can easily create, tweak, and completely change the information included in them. This demonstrates the true purpose of learning. When people learn, they don’t learn something one way and then it’s done. People are constantly gathering new understanding and perceptions of the material. Podcasts allow students to be current in their learning by being able to demonstrate the assimilation and accommodation happening in their own minds as they connect to and make sense of their curriculum.

The Nuts & Bolts of 21st Century Teaching

This article has left me inspired and very excited. I feel that blogger Shelley Wright's project is just a glimpse of the possibilities in 21st century learning. Shelley Wright stated that when she teaches in a more traditional classroom, her students "wait to be rescued." While teachers like to feel in control of the learning environment of their students, we have to realize that our students will learn best if we let go and allow them to experience the information for themselves. I loved Wright's introduction of the Inquiry method. It is a great example of how teachers can still teach, but also allow the students to take charge of their own learning. 

I also feel that the Inquiry method is truly preparing students for life outside of the classroom. In life, the solutions to problems are not always black and white. Typically, there are numerous ways to approach a problem and complete a task. This type of project helps students to develop those skills which they can take with them and apply outside of the classroom. 

Also, a project like this makes the information real for the students. Students will internalize the content at deeper levels if they are asked to reproduce something using the knowledge they have gained. 

I also loved how the teacher stated that she wanted to be a co-learner rather than a lecturer. I think it is important for teachers to be able to do this in their classroom. When teachers act as co-learners, they can still point out what students need to know and guide them if they are stuck, but they can also sit back and let the group create their own experience. 

Even though I love this teaching approach, I still think it should be mixed with a teacher-directed approach. Perhaps it's because I have never witnessed this type of teaching from the beginning of a project to the end, but part of me wonders if having such little teacher direction might lead to the students becoming off task and not completing the objectives of the project. I guess it would depend on the age of the students you are teaching. I can see this being a wonderful approach with a middle or high school class, but with elementary students, I still feel they need a lot of scaffolding and guidance before being set loose to complete a project.

Curriculum Focus for this Semester

Topic 3: Standards

            I decided to create a technology supported science unit for students in 3^rd grade.  My focus standard for this unit is third grade science standard 3.8 – Earth Patterns, Cycles, and Change. I have also listed the Technology standards that I will fulfill.

Science:

Earth Patterns, Cycles, and Change

3.8       The student will investigate and understand basic patterns and cycles occurring in nature.

            Key concepts include:

b) animal and plant life cycles.

Technology:

Basic Operations and Concepts

C/T 3-5.1         The student will demonstrate knowledge of the nature and operation of technology systems.

·         Communicate about basic technology components with appropriate terminology.

C/T 3-5.4 The student will demonstrate knowledge of ethical, cultural, and societal issues related to technology:

-          Follow rules for personal safety when using the Internet.

C/T 3-5.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.

-          Work collaboratively when using technology.

-          Practice and communicate respect for people, equipment, and resources.

-          Understand how technology expands opportunities for learning.

C/T 3-5.6 The student will use technology to locate, evaluate, and collect information from a variety of sources.

-          Collect information from a variety of sources.

C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

-          Use technology tools for individual and collaborative writing, communication, and publishing activities.