Sunday, September 28, 2014

Blog Post # 6

Blog Post # 6 is an assignment for EDM310 that requires our class to watch a series of videos and answer the question "What do you learn from these conversations with Anthony Capps?". In this post I will attempt to answer that question. The first video is titled Project Based Learning Part 1: Experiences of a 3rd Grade Teacher. In this video Dr. Strange interviews former student and current 3rd grade teacher Anthony Capps. From the first video I learned that project based learning is a constantly evolving process. I also learned that project based learning (PBL) allows the student to show what they learn, rather than how they learned it. PBL usually involves the community in a way that it allows the student to applying their project to real world situations. When assigning these projects, however, it is important to meet all standards required by the state or other agency for that particular grade level. The final item I learned from this video was to allow a student's peers to edit and help revise the content. This allows students to assist one another and learn from mistakes. Video # 2 is entitled Project Based Learning Part 2: Experiences of a 3rd Grade Teacher. This video continues the conversation with Dr Strange and Anthony Capps. In part 2, Anthony tells that he doesn't limit his students in the projects he assigns. He says that when they have more freedom, they tend to do better work. I learned from Anthony that usually when students are allowed to make choices and have more freedom on their project, they tend to show more pride in the project. Video # 3 is entitled iCurio. Prior to the video, I had never heard of iCurio, so the video was a learning experience for me. I learned that iCurio is a search program that allows students to safely search the internet for content regarding an assignment. It takes information deemed relevant to the search and displays it for the student.. It also allows students and teachers to add and store important content to the program for later use. I also learned that iCurio has a read allowed feature, which aids vision impaired and learning disabled students. Video # 4, Discovery Ed, also contains a resource I was unfamiliar with. I learned that Discovery Ed is a resource that allows students to gain visual information along with written information. Discovery Ed provides video with experts on topics in wuestion to enhance the learning experience. The Anthony - Strange Tips for Teachers is a "Letterman" type list of things that are important for teachers. The most important thing I learned was that in order to be a successful teacher, I must be interested in learning myself. Hard work was mentioned but I had a pretty good idea that in order to be successful, hard work would be involved. Flexibility was discussed, meaning that a back up plan is a must if things go south. Another bit of information I learned was not to start a project without having an end in mind. Don't Teach Tech - Use It is a video with Anthony and Dr Strange discussing technology in the classroom. I learned form this video not to give step by step instruction on how to use a certain piece of technology. Instead, allow the student to use the technology and learn by trial and error. By using the technology, the student will learn from mistakes made and will improve based on their usage and practice. The last video, Additional Thoughts About Lessons, Anthony taught me that lessons are 4 layers thick. They include the year, the unit, the week, and the daily lesson.

Sunday, September 21, 2014

Blog Post # 5

This week's assignment, entitled Blog Post # 5 requires us to build our own Personal Learning Network (PLN). I chose to use for my PLN. This site was very easy to navigate and get started. I also found it easy to use once I got started. The first step was to create a profile. I chose the username jgarrett168, as it is it also a form of mail g-mail address. The next step was to simply click on the websites that interest me and can be useful in my PLN. I look forward to using my PLN in the future, as I feel confident it will help enhance my learning experience!

Sunday, September 14, 2014

Blog Post # 4

Welcome to Blog Post # 4! The purpose of this assignment is to answer the question "What do we need to know about asking questions in order to be an effective teacher?". Though this sounds confusing, it really is important to understand in order to become a more effective teacher. Teachers often use questions in order to invoke a classroom discussion. During the discussion some students will participate and others will choose not to. Choosing the right question to ask during a discussion could be key in getting those to participate that normally do not. It is also important to stay on the subject of the question and not stray from the topic. Regardless of which method is chosen, the goals of student participation and learning are always desired. The Teaching Center offers several suggestions to effective questioning. Among these suggestions are: Keep in mind your course goals, follow yes-or-no questions with additional questions, and aim for direct, clear, and specific questions. Another technique brought up by The Right Question Institute is to teach students to ask the right question. By teaching the students how to ask and answer questions properly, the learning experience is intensified. When all students participate, the learning experience is enhanced even more. Teachers should strive to ask effective questions and teach students the correct methods in order to make the learning process better for everyone involved.

Sunday, September 7, 2014

Blog Post # 3

Good September, everyone! Blog Post # 3 is our EDM310 assignment due on September 7, 2014. The assignment required us to watch two videos, read a blog, and watch a slideshow. Following our completion of the videos, slideshow, and blog we were asked to write two or more paragraphs detailing what we learned from the resources provided. The first resource given was Paige Ellis' Blog Assignment #12. In Paige's blog, she brings up an interesting question dilemma. She wants to know if she should give unsolicited grammar suggestions while also commenting on the content of the blog post. She mentions that she does not want to seem offensive or pushy with her suggestions and even e-mailed Dr. Strange for advice. Based on her communication with Dr. Strange, I learned that it is ok to point out obvious grammar mistakes. To quote Dr. Strange: "Help him/her. You are going to be a teacher. Get in some practice. We are in a learning community." Two videos were also assigned to us for viewing: What is Peer Editing? and Writing Peer Review Top 10 Mistakes. What is Peer Editing? is a more traditional approach to teaching the proper techniques to peer editing. From this video I learned the basic rules for peer editing. The most important of those rules is to stay positive. Other rules/guidelines to follow are: Give compliments, offer suggestions, and make corrections. Again, the most important thing I learned was to stay positive! In Writing Peer Review Top 10 Mistakes a more humorous approach is taken to teaching the proper ways to complete peer reviews. The video used fifth and sixth graders to give examples of what not to do while reviewing a peer's blog. I learned in this video that different methods of peer editing can cause different reactions from peers. I also learned that I may have to alter my method of peer editing in order to fit the method of learning needed by the peer. Peer Edit With Perfection Tutorial is a Power Point slide show that touches on the same principles as What is Peer Editing?. Again, the one major thing I learned was to stay positive. The second pat of the assignment is to answer the question "How can you provide meaningful feedback to your peers?" by using the resources given. Though I had an idea of how to give feedback, I still was unsure about how effective my feedback would be. I have experience in giving feedback, given my position as a shift supervisor with the Jackson Police Department. There, I had to read and review different types of reports that were submitted to me. If a report had an error on it I would simply note the error and send it back to the submitting officer for correction. The main comment I would receive back from officers would be "What does it matter?". I would then take the time to explain to them that you never know where you may see this report again. I would also ask the question "Are you fine with this report being read in open court?" The point was that if you are going to turn an assignment or report in, you need to remember that it has your name on it and most of the time it has your place of employment listed as well. The quality of the document is often times a reflection on you and your company. With that being said, there should also be effective ways to correct errors and ways to also ensure that the same errors aren't repeated over and over. While it is simple to take a red pen and mark through errors, there are better ways to correct mistakes. First, as mentioned in Paige Ellis' Blog Assignment #12 it is ok to make grammatical corrections on a document even when it is being read for content editing. As teachers, we will have a responsibility to ensure that documents we read are correct in grammar content as well. While the author of the document may not normally be receptive to grammar correction, there are ways that we as teachers can show the author its importance. I think the most important part of the peer editing process is to stay positive. Based on experience, I have found that if you approach something in a negative or demeaning manner, either of those methods will elicit a negative or defensive response. People tend to take negative comments personally and will resort to trying to defend something that they know is incorrect simply because of the way it was presented to them. An author is often proud of their work and expects it to be treated as an extension of themselves. By staying positive, it sends the message that you were interested in the document and want to see it improved even more. Along with staying positive, providing compliments also shows the author that you are interested and that he is doing a good job. It would seem that most people react positively to positive comments and compliments, so that too is also important. BY offering suggestions for improvement, the editor is letting the author know that he wants his good paper to become great. It could also mean that the editor may be familiar with the audience that the document is intended and knows that the audience would react in a more positive manner to his suggestions. The last rule is to make corrections. This rule isn't to say the editor should become the "grammar police", it simply means that errors should be noted and corrected. A writer may read his work many times and still not catch simple grammar, spelling or punctuation errors. A fresh set of eyes should always be welcome to avoid simple mistakes. Again, we are all adults and are in the same classes for the same purpose. Feedback should always be welcome from peers as it is given for the betterment of us all.