The idea of constructivism is not a new one, but is not as frequently enacted in the classroom as I believe it should be. Whether teaching diverse students or participating in curriculum development discussions, the understanding that students all come to our classrooms with prior experiences and knowledge should always be something we consider when making educational decisions. It is interesting to me that even the least engaged teacher will admit that all children are different, yet these same teachers have trouble seeing how that simple statement should impact nearly every single teaching practice they employ. Through our classroom discussion on AdobeConnect, I saw first hand some of the resistance to this theory. I understand that elementary teachers will face a very different set of challenges than I will as a secondary teacher, but I still feel it is important for all teachers to understand how prior experiences and knowledge will impact students in the classroom. The first rule of teaching is that in order to reach students, they must be engaged. The most efficient way to get students “firing on all cylinders” is to first activate prior knowledge and then use learning activities that students can relate to based on their previous experiences. Throughout this online discussion I was reminded of text I read regarding the characteristics of successful readers. This may seem slightly off topic, but stick with me here – I’ll get to my point in a minute. 
Researchers found that individuals who read well shared several common characteristics. They frequently made predictions about a text prior to interacting with it. They used the title, cover art, text organization style, and teacher introduction (just to name a few) to guess what the text was going to be about and what they would learn. Successful readers then subconsciously activated their current knowledge about the topic. The mentally reviewed what they already knew about the text subject, and began actively thinking before the actual process of reading had even begun. What researchers found at the next step, the actual reading process, is what really set off lightbulbs for me as an educator. Research showed that during reading, these students actively noted important headings and key ideas as they interacted with text and mentally adjusted incorrect prior understandings or expanded previously held beliefs based on the new information they created during their interaction with text. It is important to note that I use the word created rather than received. Successful readers do not attempt to simply receive information from text, but rather they actively participate in the text interaction to create meaning! This metacognitive skill that most advanced readers possess is usually a subconscious act. They don’t even realize that they are doing it, I certainly never realized that I read this way. Perhaps a more accurate statement is that I never considered that other kids were NOT reading this way. So the question is….. How does this relate to constructivism. It seems to me that they same internal thought processes occurring with advanced readers, occur with every student but appear as a lack of metacognitive skills for a large number of students. Successful learners naturally activate their previously attained knowledge to use as a foundation to the understanding and retention of new material. Whether a student shows a great deal of metacognitive skill or none at all is basically just two sides of the same coin. It is clear to me that students do, in fact, create their own meaning from every learning experience. The question now is…..If we understand the internal thoughts processes that support active learning, why are we not actively teaching these skills? Sadly, I don’t know the answer to that. I firmly believe that these mental processes can be encouraged, and even trained in students who lack them. Educators need to support students in the creation of meaning through learning activities that teach the activation of prior knowledge, prediction of new material, and revision/expansion of existing understandings (our video speaker calls them frameworks) to lead students in the creation of new, deeper understandings of content material. What is really amazing to me, is that this is basically the foundation of critical thought and problem solving skills that can then be applied to nearly every area of a student’s life, not simply academics. The impact of this type of teaching is astounding when you really think about the far-reaching effects it can have.
Archive for April, 2010
I know what you’re thinking……what on earth does this have to do with technology or teaching??? Please allow me to validate this post:
- This is my first video embed, so I’m broadening my technological horizons.
- I believe it is safe to say that M. Ward knows how to e-mail, he definitely has a Facebook page, and his videos are “viral” (note: chalk up one more on the “tech terms” list)
- I am almost as obsessed with this song, as I am with teaching.
- If he was wearing a pair of dark rimmed glasses he would fit the mold of “cute tech geek” to a T.
ENJOY!
How can I become successful in using technology as a tool for communication, productivity, research, and instruction in my future teaching practices?
As we continue striving to prepare our students for success, technology will continue to be a central aspect of their education. Education itself is relying more and more on technology for instruction. Students who continue their education past high school will be required to understand instructional technology systems, such as blackboard, in order to fully participate in their college courses. Although many, if not most, public secondary schools do not utilize these programs, teachers must do everything in their power to at least expose their students to this type of information delivery. It may seem an insurmountable task for teachers to tackle, but it is one that cannot be ignored. Through all the hours I have spent in classrooms observing teachers, there have been two pervasive issues across the board: Parent Involvement and Student Motivation. Right or wrong, the simple fact is that many parents today, after fulfilling all their other responsibilities, are not interested in making a phone call at the end of the day to talk about their child’s homework. For many, the possibility of a face to face conference may be too large a hurdle to overcome due to the many time constraints experienced by working parents. Technologies such as e-mail, Skype, blogs, discussion forums, class websites, and online meetings can be tools used to bridge the gap between parents and teachers. These modes of communication can work just as well for staying in contact with students as parents. Student motivation can be greatly increased by having a teacher who is available in several different ways to assist them with problems. Productivity can also be increased when teachers use technological resources to search for best practices, ideas, think tanks, and data collection/calculation programs. Teachers are often strapped for time, and as a result will revert back to traditional lecture instruction. Technological advances have opened the doors for teachers to work together will teachers around the world, getting advice on what works as well as what doesn’t. This opportunity can allow teachers to refine their practices much faster than was possible before the internet opened lines of communication. This aspect of technology also directly impacts research in several different areas. Teachers have access to proven instructional and intervention methods without spending hours researching at the library. Teachers also have freedom to conduct research on a much broader plane than was previously possible. From simple data collection, such as polls, to collaboration with other instructors on any educational topic; technology provides new avenues to data collection and data management. Perhaps the largest impact of technological advancement on the field of education can be seen in instructional practices themselves. Through the utilization of available technology, teachers can better meet the learning needs of a diverse group of students. It is a well accepted fact, that not every child learns in the same way, and through the creative use of technology, teachers can provide learning activities that address several learning modalities at once. For cash strapped districts, technology can provide students with learning experiences that they would miss out on otherwise. Science students can participate in virtual labs, History students can take virtual tours of historical sites, and Foreign Language students can experience language immersion all for a fraction of the cost than would be needed without the use of technology. In my opinion, the incorporation of technology into the classroom at every level will bridge gaps, address needs, and open doors to academic achievement.
How can learning circles benefit my learning throughout this class?
Throughout this course I will be working closely three other individuals. They are my “learning circle.” Despite the potential hazards of group work, the benefits far outweigh the obstacles to learning. Personally, I am a HUGE believer in synergy. I have experienced first hand how groups composed of individuals with a shared passion and varied strengths can result in exponential results. When individuals are given the opportunity to build upon what each other think, the end product is almost always a higher quality piece of work than any one person could have created on their own. For our course, these learning circles are essential. They are a touchstone for information and clarification, as well as a pathway to a deeper level of understanding through the exploration of different perspectives. The practice of teaching in and of itself requires a great deal of reflection and “tweaking” to hone instructional practices to best suit our students’ needs. I fully intend to utilize the dynamic of my learning circle to build creatively and reflect on my own personal biases and tendencies with respect to instructional practice. It is rare that one person has the answer to every question, but through collaborative work within my learning circle, I am confident that we will meet our end goals as a team.
Hello world!? Hmmmm, there is nothing quite like a daunting statement to begin a blog, I guess. It’s interesting though, isn’t it? I wonder if the creators of WordPress really let the significance of that statement settle in, or if some WordPress underling pulled it off the top of his/her head, and without another thought, slapped it in as the default title to every blog’s first post. These blogs really are the easiest, quickest way to address the entire WORLD (or at least the blog reading population). So, despite the immense pressure of “Hello World!” I suppose I should begin by addressing my reason for starting this blog in the first place. I am an aspiring teacher, grad student, mother, wife, and all around normal kind of girl. As a requirement for a graduate course I’m currently taking which explores the field of technology and it’s relationship to teaching, I have been charged with the task of beginning of blog. So here I am – a “blogger.” I never thought I’d see the day. My technology savvy side basically begins with a few basic understandings mainly involving the process of how to follow the instructions from tech support and usually ends with a system restore. I am, however, passionate about education, and as a result am passionate about anything I can do to help reach my future students. Technology, without a doubt, is central to successfully educating students who will be prepared to take on their futures. I hope to take you with me on this journey. We’ll be investigating educational theory, website creation, backwards design, and loads of other “stuff.” By the way, I can’t wait to find out what a “widget” is! This may be a secondary result of my childhood love of The Little Mermaid ( ”You want thing-a-ma-bobs? I got TWENTY!!”) Regardless of where my love for non-sensical words originated I simply MUST find out what widgets are, and when I do – I’m going to “embed” one! Maybe I should keep a running total of the number of tech words I use in each post? Let me know what you think about that. I have to admit that I’m pretty excited about this assignment/blog. The possibilities really are endless. Maybe I’ll get a thousand hits. Maybe I’ll turn out to be incredibly insightful. Maybe I’m on my way to becoming a tech guru and I’ll end up teaching technology to teachers! Maybe some agent will read this blog and want to make a movie just like they did with The Julie/Julia Project!! Ahhhh, Hello World Indeed! I’m joking of course, but this is definitely the beginning of something. If nothing else comes from this task, I will continue to Learn so that I may Teach – and that is my goal.
