Blog Assignment #7

What can we learn from these conversations? by H. Smith, B. Spillman, and H. Thames

All four conversations we observed this week revolved around the structure of “Project Based Learning” (PBL) techniques and how both iCurio and DiscoveryEd can be used as resources to execute “project based learning” strategies. Throughout EDM 310, we have been learning how these strategies can motivate a student to learn while familiarizing ourselves with the tools available to create this strategy in the classroom. Specifically, we have both created and used several online forums that could be employed for “Project Based Learning.” Honestly, the mentality of “students as scholars” is relatively new to us, and we are realizing the potential of these techniques with each additional conversation this course offers.

Project Based Learning Part 1: Experiences of a 3rd Grade Teacher

Project Based Learning Part 2: Experiences of a 3rd Grade Teacher
by H. Smith, B. Spillman, and H. Thames

In the two videos, “Project Based Learning” is discussed and how it is constantly evolving. Multiple questions that we had about PBL were answered: How to approach PBL, what you need to prepare for it, what details it involves, and what teachers get as a result are all things that are mentioned.  Additionally, it involves lots of planning in order to be implemented properly. PBL strategy has provided a sense of ownership to the student that has been nonexistent in the past. Ownership of the learning process has been found to provide increased retention and understanding of the material. Most people think that PBL is when a project is completed at the end of a lesson rather than using it as a teaching tool by which students learn.  All projects are not going to be easy to organize and complete.  Specifically, projects must entail an audience, engage all students’ interest, and, importantly, these projects must coincide with Alabama State Standards.  Creating a project that meets all of these standards will be a difficult task for any educator. A good example of meeting these requirements would be Mr.

Capps’ project presented in this discussion. His project entailed his students writing Joe Bonner about women in combat. This particular project embraced learning topics such as reading, social studies, and writing.  Furthermore, the kids had the opportunity to revise all the letters to select which letters represented the class and should be delivered to their congressman. It is outstanding to see third graders learning the concept of peer review editing at this stage of development.  In Project Based Learning, the most crucial element is the when the students have the chance to revise their classmates’ work. As indicated in the video, Mr. Capps’ PBL strategy has incorporated complete democracy in the classroom.  Specifically, students own their work and make final decisions on quality of assignments. The whole point of PBL is for the students to have a better understanding and when they are bored with an activity, or their mind is elsewhere, this is not being achieved. We learned that if the teacher is willing to put in the time and effort to make PBL all that it can be, the outcome will be all that is expected, and your students will greatly benefit from it.  You can’t limit your students because you will always get more than you expect. By giving specific criteria, students will not have the opportunity to go beyond what is required. We must remember that we are still learners.

iCurio

DiscoveryEd
by H. Smith, B. Spillman, and H. Thames

While watching the videos on iCurio and DiscoveryEd, we are realizing where today’s classroom is going.  Unfortunately, we are also appreciating that many third graders using PBL resources are ahead of us in their abilities to search and learn new materials.  As future

educators, we are excited to know that our students will be further challenged and expected to embrace this new style of education.  Having tools such as iCurio and Discovery Ed available in the classroom gives every student the opportunity to experience research at his or her own pace and topic of interest.  Additionally, iCurio gives our future generation of students the ability to safely search the internet for any particular topic without the fear of stumbling onto non-educational websites.  Before EDM 310, we were unaware of the options iCurio provides. Specifically, iCurio allows students to create their own organizational folder for their retrieved research.  It is a remarkable idea that third grades can learn to virtually organize their research and assignments.  Organization has always been difficult to teach students and teachers alike. When given the proper tools to organize, we can aide in the teaching and execution of organizational skills. iCurio also allows student to search historical figures. A student can search “Scientists in Thailand” and a whole list will be provided to students. This

also ties into the safe search engines. In the classroom, teachers should use iCurio for any online search engine. In addition, “Discovery Ed, like iCurio, virtually brings experts into the classroom.”  In order for these resources to be most effective in the future classroom, the tools and resources technology offers must be embraced and used by our future professionals as well.

Don’t Teach Tech – Use It by H. Smith

While watching this video, I thought about what I was learning throughout this discussion. I had my notepad open writing things down that really stuck out to me, and those things make a world of difference in a classroom.Today, technology is a wonderful tool. Children are learning how to use technology earlier and earlier and sometimes, students know more about it than the teacher. One point that Anthony made is that the teacher doesn’t have to spend a lot of time worrying about the students catching on to using computers. If you give the students a computer and a task or project, they may be able to figure it out. This goes back to the video by Sugata

Mitra. He never taught the children how to use that computer. He simply made it available to the students who then taught themselves and were later teaching others. However, this video’s discussion maintains that it is imperative a teacher does not become intimidated when a student can maneuver the computer more aptly than the teacher. Be excited for these students that they want to learn and teach it to others because sometimes, a student can relate to another student better.  In addition, it is important to execute the computer work prior to presenting it to your students. By doing the computer work first, you will be able to answer the questions that your students might present.  Later, students will develop problem solving skills generated by the process of working towards the goal of understanding the information.

It is very important that you don’t expect perfection from your students. Teachers have a lot of practice on computers in college courses, the work field, and even social media at home that puts teachers ahead of students. When students have questions, let them ask. Questions are always more important than the answer because questions give something to work towards. If you work hard at teaching while loving the process yourself, then you will be an excellent teacher. Students are always going to teach us, as educators, something new.  We, as teachers, must be open to the experience. Teaching is and always will be a tremendously rewarding occupation.

Anthony and Strange Tips for Teachers Part 1 by B. Spillman

I believe you guys nailed it with your tips for being a successful teacher.  First, all future educators should be willing to have a fun experience in order to be successful in the classroom. A teacher’s excitement is infectious to the student. We all know being a teacher can be very trying at times. However, if you can find a way to keep the process exciting and enjoyable, then the chances of your students enjoying and learning are much greater.  Secondly, as Dr. Strange stated, we must be open-minded and interested in learning ourselves.  If you, as an educator,

are unwilling to learn and find answers, you may have chosen the wrong career.  Thirdly, having the ability as an educator to have EVERY student engaged is necessary.  It seems like an overwhelming task, but I believe it is possible and should be a priority in your educational methods.  Finally, a reflection on any teaching strategy/project you have implemented is essential.  Without reflection, there is no way of knowing what worked and what did not work.  In order to continue making progress in our teaching strategies, we must look back on what we did in order to improve in the future.

Additional Thought About Lessons by H. Thames

Anthony did an awesome job explaining lessons with the four components! After watching this video, I feel much more informed when it comes to them. As he explained, each lesson plan has four components: yearly, unit, weekly and daily. Each component is just as important as the next one. The first component Anthony talked about is yearly. Yearly lesson plans are the lessons you plan to cover throughout the year and should cover all of the core standards. The next component is lesson plans for each unit. Each unit is usually a few weeks long and covers sections of information. For example, a math unit on fractions would cover: what is a fraction, reducing fractions, adding fractions, subtracting fractions and multiplying fractions. These plans

must be meaningful and they are made up of weekly and daily plans. Weekly plans are the lesson that will be taught each week. The final component of lesson plans is daily plans. These plans are what you want your students to accomplish each day. There are standards and goals that should be met each week and as teachers we must make sure we are meeting these.