Tuesday, May 13, 2008
Horizon Report Reflection
The Horizon Report – Collaboration Webs – 3/19/08
This article overviews the explosion of technologies which are available for businesses, students, educators or for any person to post information, photos, video, audio etc.. In my experience, these new technologies are in widespread use especially among the younger generation. Students are regularly keeping me up to date about the “newest” (cool or hip), method to communicate over the web. It is exciting to watch students embrace these new methods, and also great for me as a resource to get occasional help. I have find that these technologies useful for diversification of assignments and lesson plans. I also am finding that I am learning new ways to communicate through the use of collaboration websites other than through Internet e-mail, which both useful and fun.
I have observed that another result is the development of student “multi- tasking”, where usually, the Internet and various forms of communication is involved. Students are using text messaging, cellphones, chat rooms, Blogging websites, as well as sites such as FaceBook, or MySpace to communicate sometimes simultaneously with each other, as well as with others from neighboring schools or throughout our state, country or in some instances, the world. Today's student is not only more connected to the world through modern communication tools, but is also capable of learning new technologies quickly and efficiently.
While it is obvious the advantages these new modes of communication offer businesses, students, and educators, there is is some question of how the change in the use of communication may affect the development of student's social behaviors. Are we in affect “dumbing” down expectations for handwriting skills, spelling, sentence structure and grammar usage? Is it too easy for students to access information without having to use book resources? Is the availability if information through the Internet promoting the abuse of copyright laws and also student accountability and integrity? Are students loosing the advantage of social interaction on a face to face basis or through the hand writing of paper letters (or snail mail)?
We can conclude that these technologies are advantageous when used correctly, and when student, teachers and businesses honor copyright laws and behave with accountability and integrity. It is also easy to imagine that as time marches on, more technologies will be developed to help with keeping these concerns in check, (for example the use of “turnitin.com” which automatically checks for copyright infringement).
This article overviews the explosion of technologies which are available for businesses, students, educators or for any person to post information, photos, video, audio etc.. In my experience, these new technologies are in widespread use especially among the younger generation. Students are regularly keeping me up to date about the “newest” (cool or hip), method to communicate over the web. It is exciting to watch students embrace these new methods, and also great for me as a resource to get occasional help. I have find that these technologies useful for diversification of assignments and lesson plans. I also am finding that I am learning new ways to communicate through the use of collaboration websites other than through Internet e-mail, which both useful and fun.
I have observed that another result is the development of student “multi- tasking”, where usually, the Internet and various forms of communication is involved. Students are using text messaging, cellphones, chat rooms, Blogging websites, as well as sites such as FaceBook, or MySpace to communicate sometimes simultaneously with each other, as well as with others from neighboring schools or throughout our state, country or in some instances, the world. Today's student is not only more connected to the world through modern communication tools, but is also capable of learning new technologies quickly and efficiently.
While it is obvious the advantages these new modes of communication offer businesses, students, and educators, there is is some question of how the change in the use of communication may affect the development of student's social behaviors. Are we in affect “dumbing” down expectations for handwriting skills, spelling, sentence structure and grammar usage? Is it too easy for students to access information without having to use book resources? Is the availability if information through the Internet promoting the abuse of copyright laws and also student accountability and integrity? Are students loosing the advantage of social interaction on a face to face basis or through the hand writing of paper letters (or snail mail)?
We can conclude that these technologies are advantageous when used correctly, and when student, teachers and businesses honor copyright laws and behave with accountability and integrity. It is also easy to imagine that as time marches on, more technologies will be developed to help with keeping these concerns in check, (for example the use of “turnitin.com” which automatically checks for copyright infringement).
Friday, May 9, 2008
Activity 7 Blog
How can I facilitate a student-centered classroom?
Facilitating a student centered classroom is about building all the steps of creating a successful lesson plan and subsequent assessments, rubrics, checklists and support materials with the aid of student input. again as I have stated in past blogs, formulating plans with student input is helping to encourage student success. Students will be more successful if they have an active role in their learning, planning and with the forms of assessment. Students will also feel empowered, which further encourages and invites success. The instructor also benefits by having student input through the advantage of many sets of opinions and thoughts regarding a lesson plan and the on-going learning. I personally have always said and believed that I too learn from my students. When I was a private teacher, I was always impressed by who the new learning for my would be coming from. Often times being the youngest or the oldest student which sometimes took me by surprise.
How can I use technology to support my instructional practice?
I feel that this class has opened my eyes to many new ways that technology can be used at all stages of the planning for student learning. Technology enables more communication, allows for access to more materials, information and ideas for planning of student learning. Technology also increases the level of student success, allowing the student to be more "hands on" approach, while also allowing the student to have access to far more information. Teacher student communication can be increased on all levels through blogs, wikis, skype and other online tools allow the classroom to be extended to beyond the "regular" school. I also feel that students take charge of their own learning through the use of technology. Students today are so technologically advanced that it seems only natural that the use of technology in instructional planning and practice by the teacher would enable greater student success while raising aspirations.
Facilitating a student centered classroom is about building all the steps of creating a successful lesson plan and subsequent assessments, rubrics, checklists and support materials with the aid of student input. again as I have stated in past blogs, formulating plans with student input is helping to encourage student success. Students will be more successful if they have an active role in their learning, planning and with the forms of assessment. Students will also feel empowered, which further encourages and invites success. The instructor also benefits by having student input through the advantage of many sets of opinions and thoughts regarding a lesson plan and the on-going learning. I personally have always said and believed that I too learn from my students. When I was a private teacher, I was always impressed by who the new learning for my would be coming from. Often times being the youngest or the oldest student which sometimes took me by surprise.
How can I use technology to support my instructional practice?
I feel that this class has opened my eyes to many new ways that technology can be used at all stages of the planning for student learning. Technology enables more communication, allows for access to more materials, information and ideas for planning of student learning. Technology also increases the level of student success, allowing the student to be more "hands on" approach, while also allowing the student to have access to far more information. Teacher student communication can be increased on all levels through blogs, wikis, skype and other online tools allow the classroom to be extended to beyond the "regular" school. I also feel that students take charge of their own learning through the use of technology. Students today are so technologically advanced that it seems only natural that the use of technology in instructional planning and practice by the teacher would enable greater student success while raising aspirations.
Sunday, May 4, 2008
Module 5 - Planning for Student Success
Through this module, I created various rubrics to grade student work and adapted each to fit students who may be Learning Disabled or who are identified as Gifted and Talented. I also explored various ways to help students to be self directed learners by creating checklists. I have found that the best method for myself is to check individual progress often during class time. This serves to help keep students on task and motivated. It is also a chance for suggestions for quality, resources ad any other help along the way.
In order to support the diverse needs of learners, it is imperative that teachers completely evaluate each students learning style and ability through prior assessment and through a thorough assessment of student's past grades, files, Individual Educational Plans, etc. I feel it is again important to be consistent with monitoring of individual student progress and work.
I have found that this module has further helped to refine the overall shape and direction of the project. I am impressed by the flexibility of the project to be adapted to fit individual student needs and learning styles. I am excited about the possibilities to incorporate this project into the History of Rock ad Roll class curriculum.
In order to support the diverse needs of learners, it is imperative that teachers completely evaluate each students learning style and ability through prior assessment and through a thorough assessment of student's past grades, files, Individual Educational Plans, etc. I feel it is again important to be consistent with monitoring of individual student progress and work.
I have found that this module has further helped to refine the overall shape and direction of the project. I am impressed by the flexibility of the project to be adapted to fit individual student needs and learning styles. I am excited about the possibilities to incorporate this project into the History of Rock ad Roll class curriculum.
Sunday, April 27, 2008
Module 5 Blog - Assessing Student Projects
How do I assess student learning?
In my experience, there are many varied ways of assessing student learning depending on the class I am teaching and the school/college where I am teaching. For music classes, assessments are largely performance based. Rubrics and assessments are available for use, or I can use assessments that I created, but in the end, all students have to assessed within the bounds of differentiation. Every student's learning style, background, and present ability to learn should be a factor over and above the common assessment both at the high school level or at the college level. For other classes, more common assessments are used where performance is assessed in different modes of activity, tests, projects, presentations, reading assignments, etc. With all students and classes, I feel it is the utmost importance that all students are assessed using differentiation that is appropriate to each student's level of learning and learning style.
The Module 5 assignments have helped me to further refine my student sample and broaden the scope of the overall subject of music as a reflection of society. As the project continues to unfold, I keep finding more material that student could use as information for their own music/society projects. The latest topic that I discovered (or stumbled upon) is the area of children's songs. There is a wealth of musicians and songs that are written for children that educate about world issues on a level appropriate to their age. Of course the more successful musicians also use music as fun in addition to education. The latest example of this for me is Tom Chapin's song, "Not On the Test". These topics could easily be built into a semester long class.
How do I involve students in the assessment process?
I feel it is extremely important to involve students in all stages of the learning process. As a teacher, it is an important first step in defining student expectations for not only student work, but also in classroom behavior and etiquette. I believe this important step also empowers the students to take charge of their own learning so that they are more excited by the process and are more apt to forge a direction (or topics) for learning. In all classes that I teach and at both the high school and college level, I find that students are very aware, honest and forth rite in self assessment when asked to do so. I also find that it is important that students first identify areas of strengths, successes, and improvement. By doing this, students are not looking at their work as "glass half empty" but as "glass half full". This to me is by far a more successful approach to developing a strong assessment that is student driven.
I am finding that in future class offerings for Dirigo, I am considering asking for funding to offer a class that explores music and society.
In my experience, there are many varied ways of assessing student learning depending on the class I am teaching and the school/college where I am teaching. For music classes, assessments are largely performance based. Rubrics and assessments are available for use, or I can use assessments that I created, but in the end, all students have to assessed within the bounds of differentiation. Every student's learning style, background, and present ability to learn should be a factor over and above the common assessment both at the high school level or at the college level. For other classes, more common assessments are used where performance is assessed in different modes of activity, tests, projects, presentations, reading assignments, etc. With all students and classes, I feel it is the utmost importance that all students are assessed using differentiation that is appropriate to each student's level of learning and learning style.
The Module 5 assignments have helped me to further refine my student sample and broaden the scope of the overall subject of music as a reflection of society. As the project continues to unfold, I keep finding more material that student could use as information for their own music/society projects. The latest topic that I discovered (or stumbled upon) is the area of children's songs. There is a wealth of musicians and songs that are written for children that educate about world issues on a level appropriate to their age. Of course the more successful musicians also use music as fun in addition to education. The latest example of this for me is Tom Chapin's song, "Not On the Test". These topics could easily be built into a semester long class.
How do I involve students in the assessment process?
I feel it is extremely important to involve students in all stages of the learning process. As a teacher, it is an important first step in defining student expectations for not only student work, but also in classroom behavior and etiquette. I believe this important step also empowers the students to take charge of their own learning so that they are more excited by the process and are more apt to forge a direction (or topics) for learning. In all classes that I teach and at both the high school and college level, I find that students are very aware, honest and forth rite in self assessment when asked to do so. I also find that it is important that students first identify areas of strengths, successes, and improvement. By doing this, students are not looking at their work as "glass half empty" but as "glass half full". This to me is by far a more successful approach to developing a strong assessment that is student driven.
I am finding that in future class offerings for Dirigo, I am considering asking for funding to offer a class that explores music and society.
Monday, April 14, 2008
How can technology be used most effectively to support and assess student learning?
The subject of my project is "How does music reflect society?". When I originally began to work I intended on focusing on music's reflection of the Civil Rights movement. As I continued research and gathering of resources, I realized that there was enough information available to broaden the possibilities of topics to almost any major historical event where conflict, war or injustice was involved. I then decided to alter my project goals to include these possibilities giving the student the opportunity to have more personal input in their assignment and the freedom to shape it's direction.
I chose to focus my student sample on music and the Vietnam War. At first I thought I would find mostly music that protested the war, however as my research progressed I found that there were many examples of songs that both supported and protested the war. I also found that many song topics explored many other aspects of the war. There were examples of what roles, jobs, expectations, feelings, hopes, dreams, patriotism, honor and pride.
In building my student sample, I found that technology can be used effectively through the different modes of presentation that are available. I found that my project could also be a model for the Audio Visual class that I have been teaching. It would be possible to present this project in almost any medium available, IMovie, Pages, Keynote, PowerPoint, as web page and all could have blogging incorporated as well. For my project I chose to use Pages because I had never used this before. I quickly learned that there were many advantages to using this software and the ease of setting up something that was visually striking. However, I did learn that there were limitations that left me in a position of not being able to offer actual musical examples, (as suggested by two colleagues). I then learned that I could move the entire project into IWeb or to set the project up as a Google page, which brought the entire project to a new level visually, but also its accessibility to others on the web. This of course expanded the possibilties for student use and accessibilty. I feel that I will be able to guide students into more exciting directions and options for their work.
The creation of my student sample helped to ensure that students could find nessesary information to complete a project within a reasonable time frame while having the choice of using a variety of technological mediums to produce a project. Designing the project also helped me to frame the project as possible use in my History of rock and roll class, but also gave me many new ideas for students in my Audio Visual classes.
Student learning can be ensured through the available information on the topic of music as a reflection of a significant historical event. Student interest can be encouraged through the variety of available technology to produce and build a project, and also the many ways students can save work through bookmarking sites. external storage, e-mail and server storage. Students also have the ability to interact with each other, the instructor and other resources (both human and electronic) throughout the world. I can also ensure learning through benchmarks, rubrics and by providing example sof past work. There are also many resources available as websites, dissertations and available information from protest composers.
I chose to focus my student sample on music and the Vietnam War. At first I thought I would find mostly music that protested the war, however as my research progressed I found that there were many examples of songs that both supported and protested the war. I also found that many song topics explored many other aspects of the war. There were examples of what roles, jobs, expectations, feelings, hopes, dreams, patriotism, honor and pride.
In building my student sample, I found that technology can be used effectively through the different modes of presentation that are available. I found that my project could also be a model for the Audio Visual class that I have been teaching. It would be possible to present this project in almost any medium available, IMovie, Pages, Keynote, PowerPoint, as web page and all could have blogging incorporated as well. For my project I chose to use Pages because I had never used this before. I quickly learned that there were many advantages to using this software and the ease of setting up something that was visually striking. However, I did learn that there were limitations that left me in a position of not being able to offer actual musical examples, (as suggested by two colleagues). I then learned that I could move the entire project into IWeb or to set the project up as a Google page, which brought the entire project to a new level visually, but also its accessibility to others on the web. This of course expanded the possibilties for student use and accessibilty. I feel that I will be able to guide students into more exciting directions and options for their work.
The creation of my student sample helped to ensure that students could find nessesary information to complete a project within a reasonable time frame while having the choice of using a variety of technological mediums to produce a project. Designing the project also helped me to frame the project as possible use in my History of rock and roll class, but also gave me many new ideas for students in my Audio Visual classes.
Student learning can be ensured through the available information on the topic of music as a reflection of a significant historical event. Student interest can be encouraged through the variety of available technology to produce and build a project, and also the many ways students can save work through bookmarking sites. external storage, e-mail and server storage. Students also have the ability to interact with each other, the instructor and other resources (both human and electronic) throughout the world. I can also ensure learning through benchmarks, rubrics and by providing example sof past work. There are also many resources available as websites, dissertations and available information from protest composers.
Tuesday, April 1, 2008
3.22 Making Connections Blog
There are many resources on the internet that support my project and student learning. The Rock and Roll Hall of Fame on line website offers many ideas and lesson plans which I can draw from and also can be used by students for information to complete project assignments. Another website is the Memphis Rock And Soul online museum which also contains information for both students and for my project. I have also found many other valuable websites that support the topics of protest music and civil rights that are specific to rock and roll, folk music, jazz and also the blues. It has been interesting to find that many have written their dissertations using the same subject ideas. Online Civil Rights time lines and historical information will also be useful.
To insure proper internet use for students, I regularly use a contract which is reviewed and signed by parents. I also am sure to include requirements for proper use as part of an assignment grade as well as correct work citations and copyright permissions for any information, pictures, music, web sites etc, which are used in any student project. I am careful to check for permissions by making sure student requests are either C.C.'d to me or e- mailed to me to insure viability for both the student and owner of the copy written material.
To insure proper internet use for students, I regularly use a contract which is reviewed and signed by parents. I also am sure to include requirements for proper use as part of an assignment grade as well as correct work citations and copyright permissions for any information, pictures, music, web sites etc, which are used in any student project. I am careful to check for permissions by making sure student requests are either C.C.'d to me or e- mailed to me to insure viability for both the student and owner of the copy written material.
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