In August of this year I began a Masters course of study at Walden University. The following is a Reflection of my work during and before that course and the commonality between my efforts and the course itself.
A Reflection
My reflection will mirror what most teachers have known for a long time. In fact, I am confident that many teachers having performed similar analysis have designed their own class improvement strategies. But for me, as a former engineer new to the teaching field, my quest for a solution to what I perceived as educational shortcoming began in January 2010. As a consequence of my personal quest, this course was less of a revelation than an affirmation that I had chosen a good path on my search for educational excellence.
I had changed careers in 2006 because I felt that I could offer high school science students a different perspective, an engineering perspective. But after several years and a growing concerns that our country was slipping further behind in education, I decided to begin an analysis of my students and what might be done to rekindle the flame of discovery within each child. Using SurveyMonkey™ as my primary data gathering tool, I soon had proof of what I and most teachers probably already know, that is, 80 % of high school students spend less than 30 minutes on all homework combined and less than 10 minutes per night on math and science homework assignments. Furthermore, in math or math related subjects such as physics, homework often done incorrectly reinforces incorrect practices and theories.
Armed with this preliminary data and determined to modernize my approach to homework, I began to seek out the reasons why math and science were so feared by my juniors and senior physics students. Based upon pre-assessment testing, polling and student interviews, I concluded the following:
In General
1. Despite having passed algebra and trig, many of my students had not retained many of the basic concepts necessary for physics.
2. Preconceptions led students to believe that physics was a science/math intensive course. As a consequence, there was a feeling of hopelessness starting from the first day.
3. Because we are a regional high school, after school extra help was difficult to arrange and sporadic in attendance.
At Home
4. Parents, unfamiliar with physics concepts, could offer little assistance. Efforts to assist often resulted in student-parent frustration and conflict.
5. Standard homework was merely copied and often wrong, forcing a re-teach effort.
In Class
6. Classroom time was limited especially given the fact that we are a technical high school expected to cover all major physics concepts in 92 days, not the standard 180 days.
7. Students were often unwilling to admit that they did not understand certain topics for fear of peer ridicule and embarrassment.
8. Formative assessments often resulted in poor grades and loss of student confidence.
9. Any absence that required class room make-up time was difficult to schedule.
10. Any substitute teacher lesson plans were ineffective if the teacher was not familiar with physics.
11. Re-teaching of supporting math concepts was virtually impossible due to time restraints.
12. Regardless of my efforts to offer a varied pace of instruction, the pace remained beyond some students ability to keep up.
The Solution
In March of 2010, I began the design of what I would later call my Home Tutorials. These self paced multimedia tutorials are WEB based and viewable at home. In short, they are intended to supplement, not replace what is covered in class. In September of 2010, I launched my tutorials in my daily lesson plans. An example of the tutorials sent home to parents can be viewed at An Introduction to Parents http://voicethread.com/share/1265705/ and another example of an actual lesson can be viewed at Force and Friction http://voicethread.com/share/1003853/ .
Within weeks, comments regarding my Home Tutorials were filling my email. Subsequent emails continued to show support and a recent SurveyMonkey™ survey indicates that the intended goals are being met. Students who view the tutorials have shown marked improvement and those who do not take advantage of the tutorials seem to be having more difficulties keeping up. In an effort to encourage use of the tutorials, I maintain an email newsletter to parents. I also show weekly progress and inform parents of what we are studying. Also, in an effort to keep my course interesting and fun, I now embed a Secret Word within the tutorials which can be changed as often as required. The first five students to discover the secret word and email me immediately will receive 5 points toward their next quiz. This has been great fun and has also encouraged student-teacher communication.
Finally, this approach to homework seems to be teaching kids how to study. A course we should offer but never do. In addition, parents have reported that they enjoy the tutorials as much as the kids. Indeed, when I review the list of General, Home and In Class problems noted earlier, I can see the use of WEB based tutorials becoming the new alternative to traditional home study.
In this course, we have discussed how to present material in a way that would satisfy the needs of a diverse class room. We have also discussed Universal Design for Learning (UDL) and endeavored to implement the fundamental philosophies of that initiative. That is to:
• Provide multiple and flexible methods of presentation to give students with diverse learning styles various ways of acquiring information and knowledge.
• Provide multiple and flexible means of expression to provide diverse students with alternatives for demonstrating what they have learned, and
• Provide multiple and flexible means of engagement to tap into diverse learners' interests, challenge them appropriately, and motivate them to learn.
In a coincidental initiative started last January, I believe that I have drawn the same conclusions as enumerated by UDL and inadvertently initiated those philosophies in my Home Tutorial effort. Furthermore, I have made progress in engaging parents in a way that fosters academic achievement for their student and provided an environment that allows for self pacing without peer ridicule.
References
Universal Design for Learning. (n.d.). The Advocacy Institute. Retrieved October 31, 2010, from http://www.advocacyinstitute.org/
Sunday, October 31, 2010
Wednesday, August 18, 2010
A Reflection
"I have learned throughout my life as a composer chiefly through my mistakes and pursuits of false assumptions, not by my exposure to founts of wisdom and knowledge.”
-Igor Stravinsky
Indeed, Stravinsky had it right. As humans we are in constant pursuit of excellence. We are always trying to improve upon the norm. Our quest, however, is never a straight path, but rather a serious of progression and regression. Never the less, to cease to strive is to cease to exist and we continue toward our personal goals undeterred by failure. More so than any other professional group, teachers have developed a certain tenacity that keeps them on that perpetual quest for excellence. It is the teacher that continually strives to improve their craft, not only for their personal satisfaction, but for the unselfish and often unheralded wellbeing of their students.
Long before this course began, I, like most teachers, had developed a insatiable desire to make a difference in our educational system. In order to affect a difference, however, I realized that it was essential to identify the problems. I began a study of my students in an effort to identify not only their needs, but on a broader sense, the needs of all students.
I identified these areas which seemed to require attention:
1. Diverse learning in the class room–
2. Poor study skills and the shortcomings of traditional physics homework
3. A need for greater home support
4. Poor math skills needed to support physics
5. Poor note taking skills
6. A sense of student and parental frustration.
7. Lack of a team approach
These categories of concern are typical among teachers and require no further explanation. Based upon these problem areas, I attempted to find a single area that I could focus upon that would affect the changes I was searching for. Coincidently, in May of 2010 I started a college course that required students to create a goal statement in the form of a GAME plan. Since this requirement seemed to dovetail nicely into my personal quest, I developed the following GAME plan.
Goal –
Improve study skills and parental involvement by extending my classroom into the home using lessons that are self paced, teacher generated, internet based home tutorials.
Action –
1. Determine probability of success through data acquisition and student/parental surveys.
2. Select the digital tools most likely to ensure success through ease of use and availability.
3. Use these tools to develop a model test tutorial and poll for effectiveness through data acquisition.
4. Establish close parent/guardian lines of communication.
Monitor –
Data acquisition and continuous monitoring of the effectiveness of my model tutorials was essential. Both standard formative and summative assessments were used as well as online digital surveys.
Evaluate –
Traditional assessments and data surveys of student and parents were used to gauge the effectiveness of my game plan. Appropriate changes were made and reevaluations were conducted. Based upon initial trials last semester, I am encouraged and will continue to develop other tutorials to be added to my Tutorial Library this September..
As noted at the outset of this reflection, more so than any other profession, teachers are continually searching for perfection. It is a natural attribute of the profession. It requires no college course or training. And while creativity in education cannot be taught only encouraged it can be copied, modified and utilized by caring teachers. The eagerness to share is another endearing attribute that teachers possess. A plethora of publications of new teaching ideas flood the internet, presented by teachers who care about continuing educational improvement. In fact,it is the new idea that, integrating technology into the classroom is essential to student achievement, that is the primary subject matter of this course.
Because an idea is published and perhaps even used successfully by many teachers, however, does not mean it will work for all. This is where the individual teacher must be the judge. Teachers must be judicious in the selection and use of a teaching tool. They must know their students.
This course spent a good deal of time emphasizing Story Telling. There is a place for Story Telling in every teacher’s bag of tools. In fact, it is a natural tool used by physics teachers to set the stage of the natural phenomenon to be studied. I use story telling at the outset of a new topic as my Schema Thought Question to stimulate the imagination of my students and draw relevance to the topic at hand. But, when Story Telling is used by the student as a means of expression or self inquiry, it is a tool that requires a cautious eye. It is a tool that students are more likely to use successfully in some courses and not others. Student generated math and science story telling projects could be limited in benefit and time consuming in development. A force fit.
But, successes and failures are commonplace in our quest for excellence. Teachers are continually looking to improve what, to others, might seem the perfect solution. We must do so, because the single most, ever changing variable in our formula for perfection are the students themselves. The National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers has been designed to enhance and enrich the learning experience of students through an integration of standard teaching best practices augmented by state of the art digital enhancement. As time goes on the development of new tools will allow teachers even more choices. Like any tool in the craftsmen’s tool box, there is a need for some tools more than others. When and where a tool should be used depends upon the skill of the craftsman himself. As Stravinsky pointed out, we not only learn through our successes, we learn through our mistakes. If a tool does not serve the purpose, discard it and seek a new tool. If we discover a tool that achieves our desired goals, use it and most importantly, share it with others.
The aforementioned reflects my general thoughts on teaching and these thoughts are in alignment with much of the information presented in this course. The course itself was less of a revelation, however,than it was a reaffirmation of what I had begun last January and continue to develop in hopes of creating a new paradigm of home study centered around in class work. A home study plan that:
a. encourages parental involvement
b. is self paced,
c. limits student frustration and the fear of classroom competition,
d. whose effectiveness is measurable and
d. effectively crosses academic discipline boundaries.
-Igor Stravinsky
Indeed, Stravinsky had it right. As humans we are in constant pursuit of excellence. We are always trying to improve upon the norm. Our quest, however, is never a straight path, but rather a serious of progression and regression. Never the less, to cease to strive is to cease to exist and we continue toward our personal goals undeterred by failure. More so than any other professional group, teachers have developed a certain tenacity that keeps them on that perpetual quest for excellence. It is the teacher that continually strives to improve their craft, not only for their personal satisfaction, but for the unselfish and often unheralded wellbeing of their students.
Long before this course began, I, like most teachers, had developed a insatiable desire to make a difference in our educational system. In order to affect a difference, however, I realized that it was essential to identify the problems. I began a study of my students in an effort to identify not only their needs, but on a broader sense, the needs of all students.
I identified these areas which seemed to require attention:
1. Diverse learning in the class room–
2. Poor study skills and the shortcomings of traditional physics homework
3. A need for greater home support
4. Poor math skills needed to support physics
5. Poor note taking skills
6. A sense of student and parental frustration.
7. Lack of a team approach
These categories of concern are typical among teachers and require no further explanation. Based upon these problem areas, I attempted to find a single area that I could focus upon that would affect the changes I was searching for. Coincidently, in May of 2010 I started a college course that required students to create a goal statement in the form of a GAME plan. Since this requirement seemed to dovetail nicely into my personal quest, I developed the following GAME plan.
Goal –
Improve study skills and parental involvement by extending my classroom into the home using lessons that are self paced, teacher generated, internet based home tutorials.
Action –
1. Determine probability of success through data acquisition and student/parental surveys.
2. Select the digital tools most likely to ensure success through ease of use and availability.
3. Use these tools to develop a model test tutorial and poll for effectiveness through data acquisition.
4. Establish close parent/guardian lines of communication.
Monitor –
Data acquisition and continuous monitoring of the effectiveness of my model tutorials was essential. Both standard formative and summative assessments were used as well as online digital surveys.
Evaluate –
Traditional assessments and data surveys of student and parents were used to gauge the effectiveness of my game plan. Appropriate changes were made and reevaluations were conducted. Based upon initial trials last semester, I am encouraged and will continue to develop other tutorials to be added to my Tutorial Library this September..
As noted at the outset of this reflection, more so than any other profession, teachers are continually searching for perfection. It is a natural attribute of the profession. It requires no college course or training. And while creativity in education cannot be taught only encouraged it can be copied, modified and utilized by caring teachers. The eagerness to share is another endearing attribute that teachers possess. A plethora of publications of new teaching ideas flood the internet, presented by teachers who care about continuing educational improvement. In fact,it is the new idea that, integrating technology into the classroom is essential to student achievement, that is the primary subject matter of this course.
Because an idea is published and perhaps even used successfully by many teachers, however, does not mean it will work for all. This is where the individual teacher must be the judge. Teachers must be judicious in the selection and use of a teaching tool. They must know their students.
This course spent a good deal of time emphasizing Story Telling. There is a place for Story Telling in every teacher’s bag of tools. In fact, it is a natural tool used by physics teachers to set the stage of the natural phenomenon to be studied. I use story telling at the outset of a new topic as my Schema Thought Question to stimulate the imagination of my students and draw relevance to the topic at hand. But, when Story Telling is used by the student as a means of expression or self inquiry, it is a tool that requires a cautious eye. It is a tool that students are more likely to use successfully in some courses and not others. Student generated math and science story telling projects could be limited in benefit and time consuming in development. A force fit.
But, successes and failures are commonplace in our quest for excellence. Teachers are continually looking to improve what, to others, might seem the perfect solution. We must do so, because the single most, ever changing variable in our formula for perfection are the students themselves. The National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers has been designed to enhance and enrich the learning experience of students through an integration of standard teaching best practices augmented by state of the art digital enhancement. As time goes on the development of new tools will allow teachers even more choices. Like any tool in the craftsmen’s tool box, there is a need for some tools more than others. When and where a tool should be used depends upon the skill of the craftsman himself. As Stravinsky pointed out, we not only learn through our successes, we learn through our mistakes. If a tool does not serve the purpose, discard it and seek a new tool. If we discover a tool that achieves our desired goals, use it and most importantly, share it with others.
The aforementioned reflects my general thoughts on teaching and these thoughts are in alignment with much of the information presented in this course. The course itself was less of a revelation, however,than it was a reaffirmation of what I had begun last January and continue to develop in hopes of creating a new paradigm of home study centered around in class work. A home study plan that:
a. encourages parental involvement
b. is self paced,
c. limits student frustration and the fear of classroom competition,
d. whose effectiveness is measurable and
d. effectively crosses academic discipline boundaries.
Sunday, August 15, 2010
Week 7 - NETS
There seem to be two standards within National Educational Technology Standards (NETS) for teachers and students standards that are very closely related to my ongoing efforts to design and promote a new approach to home-study. They are:
"Teachers will design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”
And
“Teachers will participate in local and global learning communities to explore creative applications of technology to improve student learning.”.
By now, reader and fellow students who have followed my blogs are aware of my pet project. That is: teacher generated, home-based, self paced tutorials. I believe that through the use of these tutorials, students can improve their understanding of physics. As such, this personal initiative seems to align closely with the intent of NETS, that is, to strive for ongoing continue improve in our educational system.
Indeed, I am an advocate of the use of technology in our schools where there is a fit. What I will not advocate is technology for technology sake. Teachers must be guarded. They must ensure that the tools they intend to use will yield significant benefits to the student. Anything else is a gimmick. I recall a college professor long before calculators could fit in one’s pocket. His subject was physics. He did more with a piece of chalk and a blackboard than many teachers do today with all the technology they can grab. The point is this. Technology is a tool that we should use judiciously and not at the expense of polishing our teaching technique. When we stand in the front of our classes, we are on our personal stage. We must zealously grab and hold the attention of our students as that old professor did. Anything else is not teaching, it is presenting.
"Teachers will design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”
And
“Teachers will participate in local and global learning communities to explore creative applications of technology to improve student learning.”.
By now, reader and fellow students who have followed my blogs are aware of my pet project. That is: teacher generated, home-based, self paced tutorials. I believe that through the use of these tutorials, students can improve their understanding of physics. As such, this personal initiative seems to align closely with the intent of NETS, that is, to strive for ongoing continue improve in our educational system.
Indeed, I am an advocate of the use of technology in our schools where there is a fit. What I will not advocate is technology for technology sake. Teachers must be guarded. They must ensure that the tools they intend to use will yield significant benefits to the student. Anything else is a gimmick. I recall a college professor long before calculators could fit in one’s pocket. His subject was physics. He did more with a piece of chalk and a blackboard than many teachers do today with all the technology they can grab. The point is this. Technology is a tool that we should use judiciously and not at the expense of polishing our teaching technique. When we stand in the front of our classes, we are on our personal stage. We must zealously grab and hold the attention of our students as that old professor did. Anything else is not teaching, it is presenting.
Saturday, August 14, 2010
Week 6 Blog
Revising my Game Plan
It is unusual to revise any plan without first testing it, however, I have built upon my original effort.
I have been advocating a new alternative to traditional homework since last March. An alternative that engages students and parents at a pace that can be adjusted to each students learning ability. This has been my game plan and I have endeavored to use technology as the tool for accomplishing this goal. Each in class lesson will be supported by these tutorials as addendums to in-class work.
I teach 11th and 12th grade physics to students who have found science and math a challenge in past years.
Limited in-class time makes revisiting math difficult. Never the less, since math is the language of physics, it is often necessary to revisit certain math concepts to ensure that my students can tackle associated physics concepts. I have revised my lessons to touch upon theses math concepts briefly in class but more importantly, I have included them as a tool in my self-study WEB tutorials. In a preview last March, Juniors who had difficulty in algebra, had shown significant improvement after viewing the tutorials. Therfore, I have added a basic algebra tutorial to my plan. Soon I will be adding trig. It is important to note that because these lessons are WEB based lessons intended as home-study work, physics class time has not suffered.
See Algebra; Some Basic Math at http://voicethread.com/#u723481
What goals do I continue to strive for?
My goal is to continue to focus and improve upon my self-paced physics tutorials. I will continue to solicit input and collect data until my students show significant improvement.
Revising my Game Plan
It is unusual to revise any plan without first testing it, however, I have built upon my original effort.
I have been advocating a new alternative to traditional homework since last March. An alternative that engages students and parents at a pace that can be adjusted to each students learning ability. This has been my game plan and I have endeavored to use technology as the tool for accomplishing this goal. Each in class lesson will be supported by these tutorials as addendums to in-class work.
I teach 11th and 12th grade physics to students who have found science and math a challenge in past years.
Limited in-class time makes revisiting math difficult. Never the less, since math is the language of physics, it is often necessary to revisit certain math concepts to ensure that my students can tackle associated physics concepts. I have revised my lessons to touch upon theses math concepts briefly in class but more importantly, I have included them as a tool in my self-study WEB tutorials. In a preview last March, Juniors who had difficulty in algebra, had shown significant improvement after viewing the tutorials. Therfore, I have added a basic algebra tutorial to my plan. Soon I will be adding trig. It is important to note that because these lessons are WEB based lessons intended as home-study work, physics class time has not suffered.
See Algebra; Some Basic Math at http://voicethread.com/#u723481
What goals do I continue to strive for?
My goal is to continue to focus and improve upon my self-paced physics tutorials. I will continue to solicit input and collect data until my students show significant improvement.
Thursday, July 29, 2010
Week 5 Post - 6713
As this is a summer course, it is difficult to assess the effectiveness of any changes to my teaching practices or introduction of new technological tools. I believe that I have a certain advantage, however, in that prior to this course, I spent a good deal of introspective time considering what I could possibly change in my teaching practices that would have the greatest impact on my students. I decided that seating myself down at each student’s kitchen table each evening and helping my students on a “one on one” bases was the way to go. Unfortunately, while the prospect of a free supper was enticing, I sensed that inviting myself into my students home could have negative consequences. Never the less, my target goal of improving my student’s understanding of physics was undaunted and being a technogeek anyway, I decided that I would create a new approach to extending class time and providing a targeted, individualized lesson for each of my 180 students.
In early March I polled a dozen parents of struggling students using SurveyMonkey and phone conferences asking the following-
“If a self paced lesson that provided additional “one on one” tutoring were provided to your struggling student could be provided, would you ensure that your child attended the session?”
The answer was a resounding yes, but it was qualified with the comment that my child cannot stay after school because there is a transportation problem. A comment I had anticipated. At this time the parents did not know that I was intending to provide the additional help via the WEB.
The second question –
“Whose responsibility is it for your child’s education? 1. The Teacher; The student; The parent; The administration; All parties.” Most answered that they felt it was the student, the teacher and the parent. Follow-up questions usually stated that they would be happy to assist their student, but physics was intimidating.
The third question – How much homework does your student do each eveninging? ..physics? …all subjects?” I had asked my graduating seniors the same question and was surprised to find that they seldom did any homework. It is a malady that all teachers are contending with, especially for juniors and seniors.
Based upon the answers to these questions my WEB based tutorials that allowed student/parent study at a self paced tempo was designed.
(In order to answering the questions for this assignment, I consider the effectiveness of my WEB based tutorial initiative.)
How effective were your actions in helping you meet your goals?
Both students and parents have commented on the tutorials and while it is an evolving task, the feedback has been outstanding.
What have you learned so far (in the course) that I can apply to your instructional practices?
I have used WIKIs and Blogs in the past and their use is questionable. I am not a fan of digital assessment and question its effectiveness especially in diverse classrooms. I have learned that we must continue to strive for a better way of teaching and the WEB may have a great benefit.
What do you still have to learn?
Each day a new question arises. This, in part, is the joy of teaching. Teachers are continually learning something new. Each day there is new discovery.
How will you adjust your plans to fit current needs?
Teachers are continually modifying their strategies. I am often amazed at how a homerun in the 9:ooAM class can be a strike out at the 1:30 pm class. In order to adjust my plans, I must consider the abilities, likes and dislikes and the aspirations of my students. There is no "one answer-fits all" to this question.
In early March I polled a dozen parents of struggling students using SurveyMonkey and phone conferences asking the following-
“If a self paced lesson that provided additional “one on one” tutoring were provided to your struggling student could be provided, would you ensure that your child attended the session?”
The answer was a resounding yes, but it was qualified with the comment that my child cannot stay after school because there is a transportation problem. A comment I had anticipated. At this time the parents did not know that I was intending to provide the additional help via the WEB.
The second question –
“Whose responsibility is it for your child’s education? 1. The Teacher; The student; The parent; The administration; All parties.” Most answered that they felt it was the student, the teacher and the parent. Follow-up questions usually stated that they would be happy to assist their student, but physics was intimidating.
The third question – How much homework does your student do each eveninging? ..physics? …all subjects?” I had asked my graduating seniors the same question and was surprised to find that they seldom did any homework. It is a malady that all teachers are contending with, especially for juniors and seniors.
Based upon the answers to these questions my WEB based tutorials that allowed student/parent study at a self paced tempo was designed.
(In order to answering the questions for this assignment, I consider the effectiveness of my WEB based tutorial initiative.)
How effective were your actions in helping you meet your goals?
Both students and parents have commented on the tutorials and while it is an evolving task, the feedback has been outstanding.
What have you learned so far (in the course) that I can apply to your instructional practices?
I have used WIKIs and Blogs in the past and their use is questionable. I am not a fan of digital assessment and question its effectiveness especially in diverse classrooms. I have learned that we must continue to strive for a better way of teaching and the WEB may have a great benefit.
What do you still have to learn?
Each day a new question arises. This, in part, is the joy of teaching. Teachers are continually learning something new. Each day there is new discovery.
How will you adjust your plans to fit current needs?
Teachers are continually modifying their strategies. I am often amazed at how a homerun in the 9:ooAM class can be a strike out at the 1:30 pm class. In order to adjust my plans, I must consider the abilities, likes and dislikes and the aspirations of my students. There is no "one answer-fits all" to this question.
Sunday, July 25, 2010
Monitoring My Game Plan
(This post seeks to complete the assignment required for course 6713 – week 4 of Walden University. In order for the reader to appreciate what this assignment refers to, it will be helpful to review APP3 and the previous posts to this BLOG. http://mrcsphysicswiki.wikispaces.com/Extra+Credit )
This week’s assignment asks that students post their progress toward their individual game plans. As noted in the previous descriptor, Blogs and posted Applications (APP3), one element as noted in the previous BLOG stated that my classes tend to be a unique mixture of varying abilities. It goes on to say that this broad range of abilities and the lack of sufficient class time hindered my student’s ability to grasp key physics concepts. The solution I proposed was to develop, what I called an on-line “Tutorial Matrix” that was teacher generated and related to the subject matter of the actual class. I said that this matrix, started last March, seemed to have hit the mark and preliminary feedback was great.
In fulfillment of this assignment and based upon the enthusiastic feedback from both parents and students, I would like to report that I continue to generate these tutorials. Since much of the information required for this effort is self generated and specifically designed for my student population, there are few resources that I need call upon to reach my September goal of a complete first quarter tutorial matrix. Furthermore, I remain convinced that this approach of offering a self-paced home-study plan for both parents and students will yield good results and I need not modify my approach until me next student/parent SurveyMonkey poll in November.
This week’s assignment asks that students post their progress toward their individual game plans. As noted in the previous descriptor, Blogs and posted Applications (APP3), one element as noted in the previous BLOG stated that my classes tend to be a unique mixture of varying abilities. It goes on to say that this broad range of abilities and the lack of sufficient class time hindered my student’s ability to grasp key physics concepts. The solution I proposed was to develop, what I called an on-line “Tutorial Matrix” that was teacher generated and related to the subject matter of the actual class. I said that this matrix, started last March, seemed to have hit the mark and preliminary feedback was great.
In fulfillment of this assignment and based upon the enthusiastic feedback from both parents and students, I would like to report that I continue to generate these tutorials. Since much of the information required for this effort is self generated and specifically designed for my student population, there are few resources that I need call upon to reach my September goal of a complete first quarter tutorial matrix. Furthermore, I remain convinced that this approach of offering a self-paced home-study plan for both parents and students will yield good results and I need not modify my approach until me next student/parent SurveyMonkey poll in November.
Saturday, July 17, 2010
Resources Necessary to Implement My Game Plan
(This post seeks to complete the assignment required for course 6713 – week 3 of Walden University. In order for the reader to appreciate what this game plan refers to, it is helpful to review App 3. see link http://mrcsphysicswiki.wikispaces.com/Extra+Credit )
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
In order to carry out my plan:
1. it is imperative that all students have access to the WEB. In a recent poll, 85% of all students do have access and the remaining students will have access through the use of the library computers during study hall.
2. Since only a portion of each period of my class involves theory, a video projector is required to allow for WEB visual reinforcement.
3. In order to replace traditional homework with home study time, online tutorials which can be accessed via the WEB must be geberated. Each tutorial lesson will track in class work.
4. For this particular lesson, students will be introduced to a WIKI to facilitate student interaction toward a common assignment goal.
5. Close collaboration with parents, encouraging a multi team approach of teacher and parent will be encouraged, via email correspondence and parental access to the tutorials themselves. Parents will understand that the ongoing (perpetual) homework assignment is to access the tutorial as often as required to understand concepts, supplement in class notes and learn how to study.
What steps have you been able to take so far?
1. Thus far, I have begun to generate my online tutorial matrix.
2. I have tested the effectiveness of this new approach and polled parents and students as to their opinions of the effectiveness of the new approach. Initial polling is encouraging.
3. I have generated an on line polling process using SurveyMonkey®, a WEB based survey tool, to encourage parental feedback in order to modify my pedagogical approach as required.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
In order to carry out my plan:
1. it is imperative that all students have access to the WEB. In a recent poll, 85% of all students do have access and the remaining students will have access through the use of the library computers during study hall.
2. Since only a portion of each period of my class involves theory, a video projector is required to allow for WEB visual reinforcement.
3. In order to replace traditional homework with home study time, online tutorials which can be accessed via the WEB must be geberated. Each tutorial lesson will track in class work.
4. For this particular lesson, students will be introduced to a WIKI to facilitate student interaction toward a common assignment goal.
5. Close collaboration with parents, encouraging a multi team approach of teacher and parent will be encouraged, via email correspondence and parental access to the tutorials themselves. Parents will understand that the ongoing (perpetual) homework assignment is to access the tutorial as often as required to understand concepts, supplement in class notes and learn how to study.
What steps have you been able to take so far?
1. Thus far, I have begun to generate my online tutorial matrix.
2. I have tested the effectiveness of this new approach and polled parents and students as to their opinions of the effectiveness of the new approach. Initial polling is encouraging.
3. I have generated an on line polling process using SurveyMonkey®, a WEB based survey tool, to encourage parental feedback in order to modify my pedagogical approach as required.
Friday, July 9, 2010
National Educational Technology Standards (NETS-T) - course 6713
The National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers (see URL below) has been designed to enhance and enrich the learning experience of students through an integration of standard teaching best practices augmented by state of the art digital enhancement.
Reflecting upon the standards within NETS and with a desire to implement a new educational modality, I have developed a G-A-M-E plan that I hope to implement this September. It utilizes WEB based tutorials on all key points covered in my physics class. Because these tutorials are directly related to my classes, students find them more relevant the easier to digest. The idea is that class time can be extended painlessly via the WEB and key points can be emphasized as the individual student requires.
Proposition
As a nation, we must improve the quality of education if we are to compete globally.
There are few who would disagree with the stated proposition. How we improve the quality of education requires a satchel of tools that can be called upon as the nature and characteristics of the individual student are determined. One area that could be improved upon is “class time”. If we could extend class time and offer more one-on-one support, the student would certainly benefit. My WEB-Based Tutorials are intended to supplement class-time offering individual help at the student’s own learning pace.
Goal – I have identified one goal within my G-A-M-E plan that I intend to address first. That goal is the flexing of lessons to meet the needs of the individual student. Through self paced, internet based home tutorials, I intend to extend my classroom creating a virtual WEB based classroom that mirror what my physics students have done in class.
Action – By creating self paced tutorials that target the student and the parents, I intend to improve student support through greater parent/guardian involvement in their child’s education. Furthermore, because the tutorials are self paced, the student can revisit the lectures and demos as often as necessary to assure a grasp of the physics theory the lesson targets.
Proposition 2
Traditional homework and the standard physics question and answer sessions may not yield the desired results.
The debate continues regarding the benefit of homework. Traditional homework may not be the answer. If, however, students can extend class time as required to grasp key concepts, notes and understanding should improve. Furthermore, by making the tutorials available to parents, parents can more readily assist their student.
Monitor – I am pleased to report that a test run of the WEB based Home Tutorial program has resulted in overwhelming student and parent feedback. In order to ensure continued student understanding and growth, I will monitor student progress through formative and summative assessments and continue to poll both parents and students via telephone surveys and On-Line Digital Surveys.
Evaluate – As note traditional assessments of student progress will be tracked. I remain excited and encouraged with the progress of my students during the initial trials last semester. I continue to publish my plan with the hopes that other teachers will try my approach and provide feedback.
The NETS Indicators that have been addressed in this exercise were: 1. Models Digital Age Work and Learning and 2. Design and Developes Digital Age Learning Experiences and Assessments.
Please find my Tutorial Matrix attached. It is a work in progress, but indications are that it is working. As I improve the generation and recording techniques, I will revisit my initial efforts and republish.
The National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS-A_2009.pdf
My WEB page intro to parents. http://www.schoolrack.com/JohnChaco/physics-tutorials/
Tutorial Matrix http://mrcsphysicswiki.wikispaces.com/Tutorial+Matrix
Reflecting upon the standards within NETS and with a desire to implement a new educational modality, I have developed a G-A-M-E plan that I hope to implement this September. It utilizes WEB based tutorials on all key points covered in my physics class. Because these tutorials are directly related to my classes, students find them more relevant the easier to digest. The idea is that class time can be extended painlessly via the WEB and key points can be emphasized as the individual student requires.
Proposition
As a nation, we must improve the quality of education if we are to compete globally.
There are few who would disagree with the stated proposition. How we improve the quality of education requires a satchel of tools that can be called upon as the nature and characteristics of the individual student are determined. One area that could be improved upon is “class time”. If we could extend class time and offer more one-on-one support, the student would certainly benefit. My WEB-Based Tutorials are intended to supplement class-time offering individual help at the student’s own learning pace.
Goal – I have identified one goal within my G-A-M-E plan that I intend to address first. That goal is the flexing of lessons to meet the needs of the individual student. Through self paced, internet based home tutorials, I intend to extend my classroom creating a virtual WEB based classroom that mirror what my physics students have done in class.
Action – By creating self paced tutorials that target the student and the parents, I intend to improve student support through greater parent/guardian involvement in their child’s education. Furthermore, because the tutorials are self paced, the student can revisit the lectures and demos as often as necessary to assure a grasp of the physics theory the lesson targets.
Proposition 2
Traditional homework and the standard physics question and answer sessions may not yield the desired results.
The debate continues regarding the benefit of homework. Traditional homework may not be the answer. If, however, students can extend class time as required to grasp key concepts, notes and understanding should improve. Furthermore, by making the tutorials available to parents, parents can more readily assist their student.
Monitor – I am pleased to report that a test run of the WEB based Home Tutorial program has resulted in overwhelming student and parent feedback. In order to ensure continued student understanding and growth, I will monitor student progress through formative and summative assessments and continue to poll both parents and students via telephone surveys and On-Line Digital Surveys.
Evaluate – As note traditional assessments of student progress will be tracked. I remain excited and encouraged with the progress of my students during the initial trials last semester. I continue to publish my plan with the hopes that other teachers will try my approach and provide feedback.
The NETS Indicators that have been addressed in this exercise were: 1. Models Digital Age Work and Learning and 2. Design and Developes Digital Age Learning Experiences and Assessments.
Please find my Tutorial Matrix attached. It is a work in progress, but indications are that it is working. As I improve the generation and recording techniques, I will revisit my initial efforts and republish.
The National Educational Technology Standards (NETS-T) and Performance Indicators for Teachers http://www.iste.org/Content/NavigationMenu/NETS/ForAdministrators/2009Standards/NETS-A_2009.pdf
My WEB page intro to parents. http://www.schoolrack.com/JohnChaco/physics-tutorials/
Tutorial Matrix http://mrcsphysicswiki.wikispaces.com/Tutorial+Matrix
Sunday, June 27, 2010
Reflections
Master of Science Education - Integrating Tech in the Classroom
The following is a reflection regarding topics covered in the course, Supporting Information Literacy and Online Inquiry in the Classroom (EDUC - 6712I - 4).
Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.
Let me say at the outset that I teach physics to 17 and 18 year olds in a technical high school. In my class, approximately ¼ of my students are Information Technology (IT) students who are very computer literate. In fact, one element of their curriculum is WEB Page Design. Another quarter of my students are Industrial Design students and they use the P.C. for Computer Aided Design (CAD) and WEB based research and design. They are also very computer literate. I also teach Electronics students and carpentry students as well as auto mechanics.
Given the time restraints associated with my course and the fact that most of my students are computer literate, I did not introduce “New Literary Skills”. In fact, it seems to me that the students most likely to benefit from any new literary skills would be the middle school children.
Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.
Early on in my masters program, I had decided that the best way I could serve my physics students was to develop a way to extend my tech high school’s abbreviated school year (90 days of academics as opposed to 180). At the same time, I had come to the realization that physics homework/home-study was a myth. In a home survey of parents, I discovered that virtually all of my students did little or no physics homework, using the age old excuse “…I just don’t get it”. Furthermore, it was not just my course, which is admittedly tough emphasizing both math and science, but virtually all high school courses received little or no home attention. When I asked parents if they thought “zero homework” was unusual, they said “yes” but they had been assured by their child that it had all been done in study hall or,…“….on the bus”, another myth. When I pressed the question with the parents, they usually agreed that this was probably not the case and their child was just ignoring homework.
Being an old R&D design engineer, I sought a solution based upon integrating technology into my course as much as possible.
Here were the problems as I saw them:
1. Based upon data acquired from a phone poll, parents said they would be willing to help their student but physics was “…over their head”.
2. Students having difficulty were unwilling to raise their hand with questions.
3. Students said that traditional physics word problems were intimidating and they would not even attempt them.
4. If a child missed class, they simply stopped trying to catch up.
5. Given my shortened school year, there was little time for re-teaching.
6. Because we are a regional school, students without transportation could not stay after school for extra help.
7. Inclusion within my classroom mixed high achievers with low achievers. Some were bored and others overwhelmed.
8. The benefit of traditional homework is in debate.
Since one problem involved so little class time, my first solution to eliminating this particular problem was extending the class time by creating the virtual classroom at home. The internet was the obvious choice. By bringing each lesson into the home, parents could listen to each lesson and help their student. Class notes could be reviewed and embellished as necessary and if a concept was tricky, the student could listen to the lesson as many times as necessary at whatever pace they chose until the theory was firmly embedded. If a student understood a particular lesson, they could go on to other lessons, thus eliminating some of the problems associated with higher achievers.
Parents were informed that traditional homework would no longer be given. Instead, each student was to review their notes taken in class, while listening to and viewing my “Home Tutorials”, as they came to be known. The following day I would review the quality of their notes and any questions the tutorials might have uncovered.
Since our school is a Data Driven Decision Making (DDDM) school, I started a telephone poll informing parents of the “Home Tutorials” and asking their opinion. Within weeks it became obvious that this new approach to home study was making a positive difference. In follow up polls since my home tutorial program began, I have actually had parents comment that they now understand concepts that they had missed back in high school. Furthermore, because of the home study initiative and the close parental contact, I have succeeded in clarifying the teacher, parent and student’s roll in education. A side benefit of the home tutorials that should not be underestimated. My students and parents know that I will do whatever it takes to place the tools of learning at their fingertips, but to ensure success, the parent/guardian and the student must also take some responsibility.
Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.
Lastly, I am so confident that this new approach to home study works to improve student and parental involvement in the learning process, that I will make the data accumulated from my study available to the Connecticut Board of Education, in the hopes that it will become a district wide initiative. I will consider the ongoing improvement of my tutorials and the proliferation of the concept both my personal and professional goals.
The following is a reflection regarding topics covered in the course, Supporting Information Literacy and Online Inquiry in the Classroom (EDUC - 6712I - 4).
Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.
Let me say at the outset that I teach physics to 17 and 18 year olds in a technical high school. In my class, approximately ¼ of my students are Information Technology (IT) students who are very computer literate. In fact, one element of their curriculum is WEB Page Design. Another quarter of my students are Industrial Design students and they use the P.C. for Computer Aided Design (CAD) and WEB based research and design. They are also very computer literate. I also teach Electronics students and carpentry students as well as auto mechanics.
Given the time restraints associated with my course and the fact that most of my students are computer literate, I did not introduce “New Literary Skills”. In fact, it seems to me that the students most likely to benefit from any new literary skills would be the middle school children.
Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.
Early on in my masters program, I had decided that the best way I could serve my physics students was to develop a way to extend my tech high school’s abbreviated school year (90 days of academics as opposed to 180). At the same time, I had come to the realization that physics homework/home-study was a myth. In a home survey of parents, I discovered that virtually all of my students did little or no physics homework, using the age old excuse “…I just don’t get it”. Furthermore, it was not just my course, which is admittedly tough emphasizing both math and science, but virtually all high school courses received little or no home attention. When I asked parents if they thought “zero homework” was unusual, they said “yes” but they had been assured by their child that it had all been done in study hall or,…“….on the bus”, another myth. When I pressed the question with the parents, they usually agreed that this was probably not the case and their child was just ignoring homework.
Being an old R&D design engineer, I sought a solution based upon integrating technology into my course as much as possible.
Here were the problems as I saw them:
1. Based upon data acquired from a phone poll, parents said they would be willing to help their student but physics was “…over their head”.
2. Students having difficulty were unwilling to raise their hand with questions.
3. Students said that traditional physics word problems were intimidating and they would not even attempt them.
4. If a child missed class, they simply stopped trying to catch up.
5. Given my shortened school year, there was little time for re-teaching.
6. Because we are a regional school, students without transportation could not stay after school for extra help.
7. Inclusion within my classroom mixed high achievers with low achievers. Some were bored and others overwhelmed.
8. The benefit of traditional homework is in debate.
Since one problem involved so little class time, my first solution to eliminating this particular problem was extending the class time by creating the virtual classroom at home. The internet was the obvious choice. By bringing each lesson into the home, parents could listen to each lesson and help their student. Class notes could be reviewed and embellished as necessary and if a concept was tricky, the student could listen to the lesson as many times as necessary at whatever pace they chose until the theory was firmly embedded. If a student understood a particular lesson, they could go on to other lessons, thus eliminating some of the problems associated with higher achievers.
Parents were informed that traditional homework would no longer be given. Instead, each student was to review their notes taken in class, while listening to and viewing my “Home Tutorials”, as they came to be known. The following day I would review the quality of their notes and any questions the tutorials might have uncovered.
Since our school is a Data Driven Decision Making (DDDM) school, I started a telephone poll informing parents of the “Home Tutorials” and asking their opinion. Within weeks it became obvious that this new approach to home study was making a positive difference. In follow up polls since my home tutorial program began, I have actually had parents comment that they now understand concepts that they had missed back in high school. Furthermore, because of the home study initiative and the close parental contact, I have succeeded in clarifying the teacher, parent and student’s roll in education. A side benefit of the home tutorials that should not be underestimated. My students and parents know that I will do whatever it takes to place the tools of learning at their fingertips, but to ensure success, the parent/guardian and the student must also take some responsibility.
Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.
Lastly, I am so confident that this new approach to home study works to improve student and parental involvement in the learning process, that I will make the data accumulated from my study available to the Connecticut Board of Education, in the hopes that it will become a district wide initiative. I will consider the ongoing improvement of my tutorials and the proliferation of the concept both my personal and professional goals.
Sunday, February 28, 2010
Personal Learning Theories
This course has encouraged the teacher-student to become more aware of the human brain and how information is processed and retrieved. The theories presented are not new and while many teachers already utilize many similar theories and strategies in their class, the course has encouraged a refocusing that benefits both the teacher and student.
Understanding the Brain.
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. How often have we detected an aroma that conjured up a long forgotten memory or heard an old tune on the radio that caused the listener to think fondly of experiences long past. There is no doubt that as we learn more about how our brains process information, we adapt our teaching styles to ensure that establish the multi-sensory networking required for long-term memory retrieval.
As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
There have been two primary foci of this course. The first was an understanding of how students process and recall information. The second has been a focus on technology to enhance learning. Based upon my studies, I have endeavored to enhance my course using VoiceThread tutorials. Several have been developed and posted on my WEB page. The initial reaction from my fellow teachers, parents, and students has been outstanding. Encouraged by the reaction and as a long-term goal, I intend to offer math tutorial in support of my physics class as well as a complete library of physics topics which mirror my in class work.
Another use of technology involves our new Platt High School WEB Radio Station. Our school has limited funds and consequently we do not encourage the arts. When the call came down asking for ideas and volunteers to establish new student clubs, I immediately thought of a WEB Radio. We now have 15 students on board and will be launching our News, Drama, Poetry and Commentary Segments within the next few weeks.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
Understanding the Brain.
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. How often have we detected an aroma that conjured up a long forgotten memory or heard an old tune on the radio that caused the listener to think fondly of experiences long past. There is no doubt that as we learn more about how our brains process information, we adapt our teaching styles to ensure that establish the multi-sensory networking required for long-term memory retrieval.
As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
There have been two primary foci of this course. The first was an understanding of how students process and recall information. The second has been a focus on technology to enhance learning. Based upon my studies, I have endeavored to enhance my course using VoiceThread tutorials. Several have been developed and posted on my WEB page. The initial reaction from my fellow teachers, parents, and students has been outstanding. Encouraged by the reaction and as a long-term goal, I intend to offer math tutorial in support of my physics class as well as a complete library of physics topics which mirror my in class work.
Another use of technology involves our new Platt High School WEB Radio Station. Our school has limited funds and consequently we do not encourage the arts. When the call came down asking for ideas and volunteers to establish new student clubs, I immediately thought of a WEB Radio. We now have 15 students on board and will be launching our News, Drama, Poetry and Commentary Segments within the next few weeks.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
Why a Multi Sesory Approach to Learning Works
Understanding the Brain.
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. Imagine walking along a wooden peer next to an ocean when your sense of smell detects an aroma from a time long past. Your brain fires into action to associate the smell with stored information long left un-retrieved, not forgotten, just not accessed. As the process of retrieval begins, other associations seem to pop up. Soon, your mind’s eye displays a pink cloud of fluffy fibers and your mouth begins to water as you recall the fluffy fibers as a sweet delight. Perhaps you begin to hear a calliope screaming out a merry tune as wooden horses bob in an endless circular path. Next to the horses is a stand where a man with a huge mustache peddles his famous Atlantic City Salt Water Taffy and peddlers in their little shops implore you to come in and take advantage of a great deal soon to be lost if you pass their shop by. It is a beautiful day and you capture the moment on your Brownie Starmite Camera. What a beautiful July day in 1957.
In an instant, a faint aroma has conjured up memories from fifty years earlier. Memories you thought lost forever. This kind of thing happens on a daily basis and the more associations we can tie to an experienced, the better the chance of retrieving that memory long after the original event has passed. As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
Behaviorist Learning Theory
This theory states that we condition our students through a “carrot and stick” approach to learning. In recent years, this theory has lost some support from those who consider it detrimental or harsh. I disagree. Each time our high school graduates apply for a scholarship, job, placement in a university, etc, they are either being accepted or rejected based upon some kind of standard. This is life and sometimes we have to reap the rewards of our efforts and decide whether we give up or try again. When we grade, A+ or F is a form of reward or rejection.
Cognitive Learning Theory
Cognitive Learning Theory states that long-term memory requires associations to provide the needed networking for memory recall. The theory states that seemingly disassociated snippets of information can enhance these networks as noted in my “cotton candy” example mentioned earlier. This theory forms the basis of my personal learning theory and accounts for my linguistic and non-linguistic teaching style. With regard to using technology as a means of facilitating cognitive learning, I remain guarded. I believe that educational games designed for the grammar school students may be useful, but similar tool may loose their benefit when applied to a 16 or 17 year old. Therefore, I use technology as a tool to enhance physics lesson, but generally do not use technology as a self tutor.
Constructionism
I teach physics in a technical high school. My students are hands on learners and as consequence constructionist learners. Visuals cues and demonstrations, as well as hands on labs are essential to the processing of information and I strive to include these activities as often as possible.
Social Learning
I find that my students tend to work best as teams when all students are at a common level or ability. It is essential, therefore, that the teams be assembled carefully and monitored closely. All to often, unless I am monitoring very closely, dominant personalities can lead the group in the wrong direction with convincing assertiveness and in the blink of an eye, all on the team are convinced that the earth is flat.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
In his Dual Coding Theory (1986), Albert Pavio asserted that linguistic and non-linguistic associations help create the best scenario for recall. Imagine walking along a wooden peer next to an ocean when your sense of smell detects an aroma from a time long past. Your brain fires into action to associate the smell with stored information long left un-retrieved, not forgotten, just not accessed. As the process of retrieval begins, other associations seem to pop up. Soon, your mind’s eye displays a pink cloud of fluffy fibers and your mouth begins to water as you recall the fluffy fibers as a sweet delight. Perhaps you begin to hear a calliope screaming out a merry tune as wooden horses bob in an endless circular path. Next to the horses is a stand where a man with a huge mustache peddles his famous Atlantic City Salt Water Taffy and peddlers in their little shops implore you to come in and take advantage of a great deal soon to be lost if you pass their shop by. It is a beautiful day and you capture the moment on your Brownie Starmite Camera. What a beautiful July day in 1957.
In an instant, a faint aroma has conjured up memories from fifty years earlier. Memories you thought lost forever. This kind of thing happens on a daily basis and the more associations we can tie to an experienced, the better the chance of retrieving that memory long after the original event has passed. As teachers, it is our job to create as many associations as we can, in hopes that our students will establish lasting and multiple recall networks. Based upon my recent studies, I have redoubled my efforts to stimulate as many senses as possible when teaching my physics class. I create human analogs of molecular models when studying solids, liquids and gases. I spin bicycle tires to simulate gyroscopes as student hold the handlebars to sense the effects. I race around the room to visualize the differences between velocity and acceleration. I fling metal spheres out our classroom window when we study projectile motion. Do these extraordinary efforts achieve greater recall? I think that without a doubt they do. Assessment scores seem to be higher and there seems to be a new level of interest. I’ve actually heard kids say my class is fun, which is not often heard in a math intensive physics course.
Behaviorist Learning Theory
This theory states that we condition our students through a “carrot and stick” approach to learning. In recent years, this theory has lost some support from those who consider it detrimental or harsh. I disagree. Each time our high school graduates apply for a scholarship, job, placement in a university, etc, they are either being accepted or rejected based upon some kind of standard. This is life and sometimes we have to reap the rewards of our efforts and decide whether we give up or try again. When we grade, A+ or F is a form of reward or rejection.
Cognitive Learning Theory
Cognitive Learning Theory states that long-term memory requires associations to provide the needed networking for memory recall. The theory states that seemingly disassociated snippets of information can enhance these networks as noted in my “cotton candy” example mentioned earlier. This theory forms the basis of my personal learning theory and accounts for my linguistic and non-linguistic teaching style. With regard to using technology as a means of facilitating cognitive learning, I remain guarded. I believe that educational games designed for the grammar school students may be useful, but similar tool may loose their benefit when applied to a 16 or 17 year old. Therefore, I use technology as a tool to enhance physics lesson, but generally do not use technology as a self tutor.
Constructionism
I teach physics in a technical high school. My students are hands on learners and as consequence constructionist learners. Visuals cues and demonstrations, as well as hands on labs are essential to the processing of information and I strive to include these activities as often as possible.
Social Learning
I find that my students tend to work best as teams when all students are at a common level or ability. It is essential, therefore, that the teams be assembled carefully and monitored closely. All to often, unless I am monitoring very closely, dominant personalities can lead the group in the wrong direction with convincing assertiveness and in the blink of an eye, all on the team are convinced that the earth is flat.
References
Paivio, A. (1986). Mental Representations. New York: Oxford University Press
Saturday, February 6, 2010
Technology and Social Learning Strategies-They are NOT Panaceas
As I said in my post regarding "Connectivism", "....many of my students seek out the “more knowledgeable other” in the period prior to coming to my physics class. They seek out that “other” and copy his homework".
There is merit to the Connectivism Theory, but I believe that it should not be an instructors foremost emphasis, less we loose our entrepreneurial spirit. We need students that can analyze a problem, hypothesize a solution and only then propose that solution to his team members for constructive criticism and enhancement.
As a former engineer, I can attest to the benefits of a good team. There is often a contagious excitement that results in a product that is greater than the sum of the individual engineering ideas. But, these engineering teams are comprised of people with like abilities and similar aspirations. In a class room with students having diverse abilities and interests, there will be leaders, followers and "..I wonder what's for lunch?" students. In fact, this is becoming more of an American problem than a global problem as U.S. schools lower the educational bar to accommodate the average abilities of a very diverse class room. In contrast, European/Asian schools continue to group by abilities and as a result, the team effort succeeds because each group is comprised of equal abilities striving to excel.
I am a technologist and love my digital toys. As I have said before, when something is gained, often times, something is lost. Software tools that make our lives and work easier, will continue to enhance productivity, provided that we do not allow these tools to become a crutch. We must never loose our tenacious, good old fashioned, never say “die” hard individual effort, and must teach that a logical strategy is the first step in every solution.
There is merit to the Connectivism Theory, but I believe that it should not be an instructors foremost emphasis, less we loose our entrepreneurial spirit. We need students that can analyze a problem, hypothesize a solution and only then propose that solution to his team members for constructive criticism and enhancement.
As a former engineer, I can attest to the benefits of a good team. There is often a contagious excitement that results in a product that is greater than the sum of the individual engineering ideas. But, these engineering teams are comprised of people with like abilities and similar aspirations. In a class room with students having diverse abilities and interests, there will be leaders, followers and "..I wonder what's for lunch?" students. In fact, this is becoming more of an American problem than a global problem as U.S. schools lower the educational bar to accommodate the average abilities of a very diverse class room. In contrast, European/Asian schools continue to group by abilities and as a result, the team effort succeeds because each group is comprised of equal abilities striving to excel.
I am a technologist and love my digital toys. As I have said before, when something is gained, often times, something is lost. Software tools that make our lives and work easier, will continue to enhance productivity, provided that we do not allow these tools to become a crutch. We must never loose our tenacious, good old fashioned, never say “die” hard individual effort, and must teach that a logical strategy is the first step in every solution.
Friday, February 5, 2010
APP5 and "AnyTime Physics Tutor"
Please visit my VoiceThread and provide feedback.
http://voicethread.com/share/895736/
Also, please visit these VoiceThreads. They provide a look at my attempt to provide "Any Time Physics Tutorials".
http://voicethread.com/share/885941/
http://voicethread.com/share/875224/
http://voicethread.com/share/895827/
http://voicethread.com/share/895736/
Also, please visit these VoiceThreads. They provide a look at my attempt to provide "Any Time Physics Tutorials".
http://voicethread.com/share/885941/
http://voicethread.com/share/875224/
http://voicethread.com/share/895827/
Thursday, January 28, 2010
Constructionism and Self Inquiry
Teaching high school physics in a vocational high school demands a "student hands-on" approach. My kids by nature tend to be "doers' more than "theorists" and as soon as I complete my 15 minute lecture, they are ready to try and prove the theory wrong or right. Therefore, it is understood that constructionism is a necessary tool in my educational arsenal. But, if "Contructionist Theory" , sounds familiar, it is because you may have heard it before under the name "Inquiry Based Learning". From "Concept to Classroom" (see URL below):
"The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals."
Contructionist Theory also emphasizes a scaffolding approach. A building of a foundation before worrying about the roof. Therefore, the theory is as much a teaching of a logical approach to a problem as it is seeking a solution to a particular problem using the latest and greatest tools. In fact, we must not focus on the tool themselves, but we must teach that there may be solutions using a variety of tools, old and new. Focusing on MS Excel in 2010, as an example, might be as useless as focusing on the slide rule in 1970. Today's tools will pass as they are replaced by new tools, but the logical approach to a problem is timeless. That's the "take home lesson" I hope I am teaching my kids.
In my class we perform a great end of the year lab. The classic "Egg Drop Lab". Armed with momentum and impulse theory, my kids must drop an egg from a second story window without harming said egg. They are given: a zip lock bag; three straws; a sheet of newspaper; a meter of string; and a empty egg carton. Working as teams, they can construct whatever they choose with the material and they can perform as many dry run experiments as they would like in the 100 minute double period, but when they are ready, there is only one egg that must survive. Finally, the kids must note all iterations of their constructions as an engineer would document his theories and success/failures in a lab book. They must also theorize why their design failed and what they would do differently. They must scaffold….construct, a solution using any tools available. For the most part, they enjoy the exercise and as a result construct great solutions just as are readings predict they might. But, as with all “pros” we must guard against the “cons”. With diversity and inclusion, we are dealing with a wide range of abilities. When we allow are kids to work as teams and use either “self inquiry” or teamed “Constructionism”, there will be those who do enjoy the task at hand and those that would still rather be elsewhere. Without careful monitoring, there will be leaders and followers and others merely along for the ride.
Finally, I have been experimenting with voice threads as a tool to assist home- bound student and parents attempting to assist their kids. The attached is not a final version. I am still trying to get use to the program. But,I would still like yor feedback. Remember, it is not intended to be a lesson, but to augment a lesson. http://voicethread.com/#q.b875224.i4660550
Concept to Classroom
http://www.thirteen.org/edonline/concept2class/index.html
"The inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning. There is more emphasis on "how we come to know" and less on "what we know." Students are more involved in the construction of knowledge through active involvement. The more interested and engaged students are by a subject or project, the easier it will be for them to construct in-depth knowledge of it. Learning becomes almost effortless when something fascinates students and reflects their interests and goals."
Contructionist Theory also emphasizes a scaffolding approach. A building of a foundation before worrying about the roof. Therefore, the theory is as much a teaching of a logical approach to a problem as it is seeking a solution to a particular problem using the latest and greatest tools. In fact, we must not focus on the tool themselves, but we must teach that there may be solutions using a variety of tools, old and new. Focusing on MS Excel in 2010, as an example, might be as useless as focusing on the slide rule in 1970. Today's tools will pass as they are replaced by new tools, but the logical approach to a problem is timeless. That's the "take home lesson" I hope I am teaching my kids.
In my class we perform a great end of the year lab. The classic "Egg Drop Lab". Armed with momentum and impulse theory, my kids must drop an egg from a second story window without harming said egg. They are given: a zip lock bag; three straws; a sheet of newspaper; a meter of string; and a empty egg carton. Working as teams, they can construct whatever they choose with the material and they can perform as many dry run experiments as they would like in the 100 minute double period, but when they are ready, there is only one egg that must survive. Finally, the kids must note all iterations of their constructions as an engineer would document his theories and success/failures in a lab book. They must also theorize why their design failed and what they would do differently. They must scaffold….construct, a solution using any tools available. For the most part, they enjoy the exercise and as a result construct great solutions just as are readings predict they might. But, as with all “pros” we must guard against the “cons”. With diversity and inclusion, we are dealing with a wide range of abilities. When we allow are kids to work as teams and use either “self inquiry” or teamed “Constructionism”, there will be those who do enjoy the task at hand and those that would still rather be elsewhere. Without careful monitoring, there will be leaders and followers and others merely along for the ride.
Finally, I have been experimenting with voice threads as a tool to assist home- bound student and parents attempting to assist their kids. The attached is not a final version. I am still trying to get use to the program. But,I would still like yor feedback. Remember, it is not intended to be a lesson, but to augment a lesson. http://voicethread.com/#q.b875224.i4660550
Concept to Classroom
http://www.thirteen.org/edonline/concept2class/index.html
Thursday, January 14, 2010
Behaviorist Theory - Does it Exist in the Classroom
“A rose by any other name….” and so it goes. This blog post is intended to draw a correlation between classroom activities, homework, effort and Behaviorist Theory/ Application. I believe that all who instruct utilize behaviorist theory on a daily bases whether or not it is identified as such. It may no longer be the “carrot and stick” approach of years ago, but it is reward in the form of praise and punishment in the form of re-teaching. Furthermore, it could be argued that self inquiry also uses internal Behaviorist thinking. When we learn and understand a concept, there is gratification, the reward. When we try and fail, we retry (the punishment) until we understand the particular concept. In so doing, the reward is often times even more sweet.
Consider a child struggling to attain a higher level on a video game. If they try and fail, they retry and become more proficient until their personal goal is achieved. Similarly, self study on the WEB has the potential to achieve the same results. Whether one admits it or not, it is behaviorist theory in action.
Each time we praise a student for a fine job we are using Behaviorist Theory. Each time we correct and re-teach we are using Behaviorist Theory.
Consider a child struggling to attain a higher level on a video game. If they try and fail, they retry and become more proficient until their personal goal is achieved. Similarly, self study on the WEB has the potential to achieve the same results. Whether one admits it or not, it is behaviorist theory in action.
Each time we praise a student for a fine job we are using Behaviorist Theory. Each time we correct and re-teach we are using Behaviorist Theory.
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