Sick of the same ole boring classes? Learn HANDS-ON instead! Get active. Get experience. Learn skills for now… skills for life.
Saturday, December 18, 2010
CEP 818: Module 8 - Twitter (Abstract)
Sick of the same ole boring classes? Learn HANDS-ON instead! Get active. Get experience. Learn skills for now… skills for life.
CEP 818: Module 8 - Argument for Creativity
Argument for Creativity in Life Skills (Family and Consumer Science) Courses
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)." One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agree.
Throughout each class I teach, I do my best to incorporate creative components that challenge my students and give them the opportunity to think outside the box. Why is this so important? Because of this:
Image Credit: The Computers in Education Group of Southern Australia
Students do not retain information they learn through most traditional means of passive instruction (reading, writing, listening, etc.) Instead, they need to be actively engaged in the learning process. This is not only important for retention of content but it’s also crucial to prepare students for their futures. Many newer careers that are currently in demand require problem solving and critical thinking skills. (Employability skills: Creative Thinkers) To provide students with the tools they need to be successful in these fields, it is imperative that we shift from passive learning to active learning and teach them to think creatively.
Wikipedia defines creativity as, “the phenomenon whereby a person creates something new (a product, a solution, a work of art etc.) that has some kind of value. What counts as "new" may be in reference to the individual creator, or to the society or domain within which the novelty occurs. What counts as "valuable" is similarly defined in a variety of ways,” (Wikipedia: “Creativity”) Essentially, we need to prepare our students to formulate new ideas, solve new problems, and to envision new ways of perceiving the world. So can creativity be taught? It certainly can. In much of the same ways that riding a bike or cooking or even driving a car can be taught. One word: practice.
In “Sparks of Genius,” Robert an Michele Root-Bermstein tell of 13 thinking tools that can help foster creativity.
Image Credit: Psychology Today
Each thinking skill can be applied to any educational discipline, from Math to Art… but what about Home Economics? Or as it’s referred to today, “Life Skills/Family and Consumer Science?”
Since Life Skills courses are predominantly hands-on to begin with, many of these thinking skills mesh into the existing curriculum nicely. On a daily basis, I watch my students grasp concepts through doing and exploring. "I hear and I forget. I see and I remember. I do and I understand." - Confucius
In November 2010, I attended a Family and Consumer Science conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented that, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas.” From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution. As a result, I learned much more then how to sew. I also learned how to apply my creativity when problem solving. This transferable skill has helped me throughout my entire life.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of hands-on experience (embodied thinking) in each lesson I do. While this isn't always easy, it makes such a difference. The importance of this was made clear to me at the Family and Consumer Science conference I attended. A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean Blaydes Madigan, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." Active learning assists students with focus and concentration and allows for a little fun too - what a concept, eh? Fun in the classroom?!
One example of how a Life Skills course utilizes a variety of the 13 thinking tools presented in Sparks of Genius is my beginner sewing course. Students customize their own handbags including the pattern design, layout and overall bag construction. Before beginning this project, students brainstorm and consider what they might want their bag to look like. They use the thinking skill imaging when they envision the bag they want to create. To image, one must be able to create or gather information solely from within their own mind. Next, I provide sample handbags to give the students inspiration and ideas to springboard from. Along with these samples, the students observe handbags of their fellow classmates and they pay close attention to the most important components of their existing handbags. These observations help them to decide what is most important in their own designs.
Next, the students create a rough draft sketch of the bag they wish to create. This creates a simplification or abstraction of the final product. Once the sketch is done and approved, they are very eager to purchase fabric and begin the construction process. They ask, "How do I know how much fabric to buy?" I explain to them that it’s impossible for me to answer this question because all of their designs are individually unique so the amount of fabric that each student needs will vary. In order to determine this amount, the students then create another abstract, or simplification of their bag by identifying the individual shapes and pieces that make up the bag. Next, students graph the individual pieces on paper that represents the size of fabric they will purchase (approximately 1 yard per sheet.)
As they graph the pieces they begin to discover that some shapes don’t fit on one sheet. This tells them that they need to attach additional sheets of graph paper and ultimately purchase more fabric (since 1 sheet represents approximately 1 yard.) As students complete their graphs, the light bulbs begin to go off. They make the connection that the amount of fabric they would need to purchase is dependent on the amount and size of the individual pieces of their bags. They began to convert the squares on the graph paper to inches on a yardstick... "So if all my pieces fit on this graph that measure 36 squares across, that means I need 1 yard right?" At this point, I know that they understand the process.
Through the use of these various thinking skills, students are able to put together a customized bag without the use of a preprinted pattern. The rewards to this are endless. They produce a custom creation from start to finish – from the idea to the completion of a tangible item. Their bag is unique and one of a kind. It’s something they create with their minds and their own hands. This is active learning through and through. They are involved in every part of the process and it allows them to experience what it’s like to be a designer. Many of the students make revisions and edit their project during the various stages of this process. As a result, they become very empathetic to the obstacles and considerations that designers experience. As Sparks of Genius describes empathizing, "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
The technical skills that my sewing students learn along the way are valuable as well. Students learn how to sew various stitches, use notions and other small sewing equipment tools, as well as how to troubleshoot machine problems. These experiences prepare them for future sewing projects as they come to recognize the patterns that repeat throughout the process. As Sparks of Genius puts it, "To understand order, it is often necessary to learn how to create it" (117.)
In the end, what’s most important about my sewing course (and all Life Skills courses) is that students are given the opportunity to be challenged, to problem solve and think outside of the box, and to ultimately apply these skills in other areas of their lives. As an educator who values the 13 thinking skills and their beneficial uses across the curriculum, I think it’s important to remember that students don’t acquire technical skills alone from Life Skills courses. Instead, they obtain authentic experiences that prepare them for life while incorporating fun and learning.
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)." One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agree.
Throughout each class I teach, I do my best to incorporate creative components that challenge my students and give them the opportunity to think outside the box. Why is this so important? Because of this:
Image Credit: The Computers in Education Group of Southern Australia
Students do not retain information they learn through most traditional means of passive instruction (reading, writing, listening, etc.) Instead, they need to be actively engaged in the learning process. This is not only important for retention of content but it’s also crucial to prepare students for their futures. Many newer careers that are currently in demand require problem solving and critical thinking skills. (Employability skills: Creative Thinkers) To provide students with the tools they need to be successful in these fields, it is imperative that we shift from passive learning to active learning and teach them to think creatively.
Wikipedia defines creativity as, “the phenomenon whereby a person creates something new (a product, a solution, a work of art etc.) that has some kind of value. What counts as "new" may be in reference to the individual creator, or to the society or domain within which the novelty occurs. What counts as "valuable" is similarly defined in a variety of ways,” (Wikipedia: “Creativity”) Essentially, we need to prepare our students to formulate new ideas, solve new problems, and to envision new ways of perceiving the world. So can creativity be taught? It certainly can. In much of the same ways that riding a bike or cooking or even driving a car can be taught. One word: practice.
In “Sparks of Genius,” Robert an Michele Root-Bermstein tell of 13 thinking tools that can help foster creativity.
Image Credit: Psychology Today
Each thinking skill can be applied to any educational discipline, from Math to Art… but what about Home Economics? Or as it’s referred to today, “Life Skills/Family and Consumer Science?”
Since Life Skills courses are predominantly hands-on to begin with, many of these thinking skills mesh into the existing curriculum nicely. On a daily basis, I watch my students grasp concepts through doing and exploring. "I hear and I forget. I see and I remember. I do and I understand." - Confucius
In November 2010, I attended a Family and Consumer Science conference in Lansing, Michigan where Jean Blaydes Madigan (Action Based Learning, "Teaching the Teen Brain") presented that, "...85% of school age children prefer kinesthetic processing/learning (over visual and auditory learning.) This type of learning involves gestures, movements, and motions to reinforce concepts and ideas.” From my personal experience, I learn best from doing as well. Many of my sewing students ask me, "Ms. M, when/how did you learn to sew?" I always joke with them, "I learned in high school but I didn't have a teacher. I learned by messing a lot of projects up." And that's true. Some would say it was a very painful way to learn. Looking back though, I think it was an amazingly effective way for me to learn because I'm such a hands-on person. When I made a mistake and discovered my error, I was so curious to solve the problem and find a solution that it made me so passionate about sewing. In addition, I was sure to never make the same mistake twice once I figured out the solution. As a result, I learned much more then how to sew. I also learned how to apply my creativity when problem solving. This transferable skill has helped me throughout my entire life.
Because of my own personal experiences and the ones I witness with my students, I try to always incorporate some form of hands-on experience (embodied thinking) in each lesson I do. While this isn't always easy, it makes such a difference. The importance of this was made clear to me at the Family and Consumer Science conference I attended. A recent study showed that when students partake in a physical education class before their most difficult subject, they tend to learn more. A Texas Youth Fitness Study at Cooper Institute showed that, "Significant associations were constantly found between physical fitness and various indicators of academic achievement." Although I cannot involve my students in a full fledged physical education course at the beginning of each class, I can do small things that can make a big difference according to my findings today. Something as simple as having students stand and stretch, model concepts with their arms and legs, walk around the room, etc. can make a major difference in the amount of information they retain. According to Jean Blaydes Madigan, "Students learn 10% better when they are standing as opposed to sitting simply because of the more efficient blood flow to the brain." Active learning assists students with focus and concentration and allows for a little fun too - what a concept, eh? Fun in the classroom?!
One example of how a Life Skills course utilizes a variety of the 13 thinking tools presented in Sparks of Genius is my beginner sewing course. Students customize their own handbags including the pattern design, layout and overall bag construction. Before beginning this project, students brainstorm and consider what they might want their bag to look like. They use the thinking skill imaging when they envision the bag they want to create. To image, one must be able to create or gather information solely from within their own mind. Next, I provide sample handbags to give the students inspiration and ideas to springboard from. Along with these samples, the students observe handbags of their fellow classmates and they pay close attention to the most important components of their existing handbags. These observations help them to decide what is most important in their own designs.
Next, the students create a rough draft sketch of the bag they wish to create. This creates a simplification or abstraction of the final product. Once the sketch is done and approved, they are very eager to purchase fabric and begin the construction process. They ask, "How do I know how much fabric to buy?" I explain to them that it’s impossible for me to answer this question because all of their designs are individually unique so the amount of fabric that each student needs will vary. In order to determine this amount, the students then create another abstract, or simplification of their bag by identifying the individual shapes and pieces that make up the bag. Next, students graph the individual pieces on paper that represents the size of fabric they will purchase (approximately 1 yard per sheet.)
As they graph the pieces they begin to discover that some shapes don’t fit on one sheet. This tells them that they need to attach additional sheets of graph paper and ultimately purchase more fabric (since 1 sheet represents approximately 1 yard.) As students complete their graphs, the light bulbs begin to go off. They make the connection that the amount of fabric they would need to purchase is dependent on the amount and size of the individual pieces of their bags. They began to convert the squares on the graph paper to inches on a yardstick... "So if all my pieces fit on this graph that measure 36 squares across, that means I need 1 yard right?" At this point, I know that they understand the process.
Through the use of these various thinking skills, students are able to put together a customized bag without the use of a preprinted pattern. The rewards to this are endless. They produce a custom creation from start to finish – from the idea to the completion of a tangible item. Their bag is unique and one of a kind. It’s something they create with their minds and their own hands. This is active learning through and through. They are involved in every part of the process and it allows them to experience what it’s like to be a designer. Many of the students make revisions and edit their project during the various stages of this process. As a result, they become very empathetic to the obstacles and considerations that designers experience. As Sparks of Genius describes empathizing, "You must enter into the person you are describing, into his very skin, and see the world through his eyes and feel it through his senses" (182.)
The technical skills that my sewing students learn along the way are valuable as well. Students learn how to sew various stitches, use notions and other small sewing equipment tools, as well as how to troubleshoot machine problems. These experiences prepare them for future sewing projects as they come to recognize the patterns that repeat throughout the process. As Sparks of Genius puts it, "To understand order, it is often necessary to learn how to create it" (117.)
In the end, what’s most important about my sewing course (and all Life Skills courses) is that students are given the opportunity to be challenged, to problem solve and think outside of the box, and to ultimately apply these skills in other areas of their lives. As an educator who values the 13 thinking skills and their beneficial uses across the curriculum, I think it’s important to remember that students don’t acquire technical skills alone from Life Skills courses. Instead, they obtain authentic experiences that prepare them for life while incorporating fun and learning.
Tuesday, December 14, 2010
CEP 818: Elevator Pitch Module 8
(Please make sure volume is turned up...)
Too small to see? Click here for fullscreen: View Elevator Pitch
Too small to see? Click here for fullscreen: View Elevator Pitch
Friday, December 10, 2010
CEP 820: Online Course Developer Notebook - Entry #6
Developer's Notebook Entry #5:
Looking back over the past four notebook entries with the considerations outlined above, this notebook entry asks you to revise, revise, revise. For some places you might start:
* Would another teacher of my grade level and content find this useful?
Yes, we’ve actually been speaking throughout the semester and we plan to share the modules through Blackboard. One of the biggest challenges is going to be downloading all of the video clips and uploading them individually because our district blocks YouTube. We’ve discussed sharing these duties since there are so many great clips integrated into the modules and it’s definitely going to be time consuming.
* Have I outlined the process in a way that would make sense to another teacher who might want to replicate my online course?
The process is outlined in a user friendly way with the Table of Contents sheet in the introductory unit. Of course as we collaborate and share these modules we will likely tweak them and adjust them accordingly to meet our individual needs.
Developer Notebook 4:
Discussion Board Rubric:
https://spreadsheets.google.com/viewform?formkey=dGxfemZZa0xzbjlaRkpkbTAtT3B3RVE6MQ
What were your considerations as you created your rubric?
I wanted the elements to be general yet specific - I wanted space to be able to leave personal feedback (in paragraph form) but also to give general scores/grades in other areas.
What went into your choices as you focused on certain aspects of your course?
Because this course is teaching “independent living skills” like money management, file organization, etc. many of the topics require the student to apply the concepts to his/her own life to truly check for understanding. I was glad the screencast showed how to create a rubric for a discussion board because other than mini-quizzes and projects, this is one of the main ways my course will be assessed. The first rubric I created was similar to the one from the screencast but I changed the fields (rows and columns) slightly. I plan to use a rubric for the final culminating project of this unit (the personal file box) but because it’s a tangible item that would be checked in person, the rubric would also be completed in person.
How will your assessment of your students be a tool to grow your students' learning?
I think it’s important for students to receive feedback as frequent as possible, so by creating quick rubrics with basic guidelines and a place for comments, I would be able to give specific critiques and suggestions to those students that score rather low on the rubric scale. This sort of feedback done in a timely manner would allow the student an opportunity to make adjustments and improve over the period of the course.
How will students be involved in the assessment and evaluation process?
I think it’s important to allow student to evaluate themselves - especially on big projects. In my regular classroom, I always provide my students with a self-assessment that allows them to rate their own personal progress and final outcomes. In an online course I think this could be implemented in a final rubric/assessment and it could provide a basis for personal reflection and growth throughout the course. It would also be a great opportunity as an instructor to receive feedback about course difficulties or other issues.
In what ways will your standards be communicated to the students? In the introduction/course syllabus as well as throughout the semester.
SEE BELOW: Choose 2-3 areas of particular focus for you as you move through the process of creating your module. In your DN entry, tell us why you chose those areas as your particular focus and explain the ways you anticipate your course module will demonstrate those areas of focus. In doing so, you will essentially be providing us with rubric categories from which to assess you work in developing your online unit. We will consider other means of assessment, but which 2-3 areas would you most like us to focus on, and what are your expectations in these areas? Use this Developer Notebook entry as an invitation to explore the ways in which assessment and evaluation, of both your course design and of your students' future work, impacts the learning that takes place in your module.
I sort of designed my module backwards... I’ve been adding content and then my plan is to go back and insert assessments along the way. There are certain subsections within my module that will require more elaborate evaluations and assessments because the content is more complex. Part 2: Education and Employment along with Part 5: Financial Records (which is broken into 4 subcategories) are the most important areas for assessment. These areas will be assessed with rubrics, mini-quizzes, and discussion board posts.
Learning goals for unit :
- Organization: Students will learn effective ways in which to organize important documents for academic, personal and professional activities so that they will be easily accessible for future retrieval.
- Career: Students will successfully complete mock job applications as well as a professional and skills-based resume.
- Financial: Students will learn effective money management skills. Students will learn about programs and services of traditional banking institutions for financial planning, budgeting, taxes, and daily money matters.
- Housing: Students will explore housing options for various budgets and needs.
- Car Care: Students will learn basic car maintenance routines.
Learning outcomes for unit: Students will explore each of the aforementioned goals through individual modules or mini-lessons and then complete the activities that go along with each section. By the end of the unit, the student will compile the documents and organize a personal file box as a capstone project.
Potential methods of assessment: (how will you know the unit is successful and students are learning?) Students will complete worksheets, participate in discussions, and take mini-quizzes to ensure that students are learning. The final assessment will take place with the submission of the unit contents in a personal file box.
Course Communication Policy: (What is your policy for student/teacher, student/student, and student/parent (if applicable) communication?)
My communication policy is for the student and/or parent to attempt contact via email first, since this is the easiest way to reach me because I check it most frequently. I will usually respond in 24-48 hours. If the issue cannot be resolved through email contact, the student and/or parent may call my classroom phone so that we can have a live discussion. In the even that I am not in the classroom or teaching another class at that time, I will return the phone call as soon as possible. If additional contact is needed beyond email and/or phone communication, I will be happy to set up a face to face meeting time.
Random “notebook doodling”: Over the past week I’ve been learning about Moodle and poking around on my new Moodle site, I’ve become a bit overwhelmed and the harsh reality that I’ve never created an online course and don’t quite know what I’m doing yet set in. :( A couple years ago, I began creating a Blackboard account at my school but never really did much with it because the school was upgrading the version and I knew I was going to have to learn all the new bells and whistles again once that was complete. (My school informed me this week that Blackboard is the only CMS used by the district. Moodle is not supported or really “encouraged” and downloading the executable file onto my school laptop is disabled. This is understandable because the district pays for Blackboard, however, it was slightly disappointing since I want to be able to utilize what I’m creating here.)
This past week I spoke to some colleagues after school and their support and encouragement was very appreciated. A few of my colleagues have been using Blackboard for years and have offered to “mentor” me through the process. They also suggested ways I could incorporate the capstone project I’ve developed for my Independent Living course through Blackboard. This capstone project is completed throughout the entire semester and requires a lot of independent work that the students already do outside the classroom on their own time at home. It is very specific and focused and culminates with the creation of a file box organizational system with personal documents and projects completed throughout the course. I’m very excited to work on this opposed to the financial management unit because I think it will be much more beneficial for my students to experience the unit online throughout the entire semester.
Because of these recent insights, I am going to be changing my path for this course development assignment. I realize that this is encouraged... (As stated in our lesson, “You may start to feel pressure to "get things done" and "do the right thing." Please, avoid these worldviews. This course is about playing with the possibilities for creating an online experience. It is not about one right way to build a course online. There is no one right course.”) ... but I thought I’d just post my changes here in my notebook to document my thoughts and course of action.
* what surprised you?
Throughout my research I was surprised at all of the improvements made to both Moodle and Blackboard over the past few years. I was also surprised how basic Wordpress is at it’s core. Everything I read talked about Wordpress’ amazing add-ons and plugins for almost everything under the sun. I think this is awesome, however, for my first attempt at creating an online course I wouldn’t even know where to begin with these features. One of my courses that I’m currently taking at MSU (CEP 818) is being conducted through Wordpress and while there are features I really like, I now have a better appreciation for all of the customizing that my professor has done. In time I think I’d like to learn to use this application more, but I don’t think I’m quite there yet.
* what didn't surprise you?
I wasn’t surprised that Moodle and Blackboard scored very closely for me. I knew from previous use and from articles I’ve read that they have become strikingly similar over the years. I also wasn’t surprised that these two options both scored higher then Wordpress in my overall comparison assessment.
* which CMS are you going to use for this course? why?
For this course, I’m going to go with Moodle 1.9. I thought this one out long and hard and my biggest deciding factor is that I’ve never used it before but have heard great things. I’ve used Blackboard and although I liked it overall, there were many things that annoyed me and I guess I’m curious to try something new to see how it compares to what I’ve already experienced. I’m happy that both these products fulfill the main requirements I have so I think this will be a good overall learning experience for my first course. When comparing the overall scores (see screenshot above) they both scored so closely that I think both programs would work just fine. I might be crazy for trying something entirely new to me, but we’ll see how it goes. I like the idea of being able to speak from experience with colleagues and co-workers regarding both of these products when this project is complete.
* why is this CMS a good match for your course and curriculum?
Moodle will allow me to present lessons in various formats (powerpoint, videos, etc.) and to asses with customized and pre-formatted questions. It allows for a gradebook and student feedback. Students can receive posts by email and subscribe to forum RSS feeds. In discussion boards, posts can be peer reviewed by other students and instructors can view statistical summaries of discussions which show participation. The dropbox for student-work submissions will be very helpful as many of the assessments won’t just be tests but written documents as well.
* what additional tools/functionality might you need beyond the features available in the CMS you have chosen?
I’m not sure if I’m going to incorporate it yet, but I may have the students set up a google doc account for notetaking/sharing notes. I noticed that with Moodle there isn’t a journal/notetaking area. Other then that, I think Moodle has everything else I will need.
* what support do you need to be successful with this endeavor?
I’ll need a Moodle account and a host. On the Moodle website, they direct you to http://moodle.com/hosting/ where they suggest ClassroomRevolution.com, Moodlerooms, Inc., and Remote-Learner USA. One question I have that I need to investigate more is whether or not I HAVE to use these hosts. I have a few websites hosted at DomainNameSanity.com and I’ve had great luck with their services. Or, did I miss something along the way - is there a space at MSU where we will be able to host these projects? For some reason, I think there may have been previous mention of this somewhere but I can’t remember where?
-----------------------
Karen –
These sound like a great ideas! Do most of your students go on to jobs right after school, or do many go to college? If the latter, I’m not sure if this will be as helpful as the financial management idea. You might want to think about this: as described, the post-secondary career option seems very “open ended” where as the financial management option would be very structured. As the teacher, which do you think might be easier to manage for your first online teaching experience? Since you wrote mostly about the career option, here are a few questions to explore in more detail. What do you mean by “lesson plans?” What interactive games would suit this curriculum? What do you mean by a “pre-existing format,” is that what you mean by Wordpress? You are exploring the CMS options in Chpt2, so looking at wordpress to see if it can handle all of your content and assessment ideas will be key. For example, how will you incorporate quizzes or interactive gaming in WordPress?
Otherwise, good start. But, I would encourage you to weight the benefits/drawback of using the financial management vs. career option on last time before committing to either.
Mike (for Mike and Alan)
----------
Mike,
Thanks for the feedback. The more I’ve thought about it, I think you are right on... the financial management idea is much better. There’s definitely more structure to it and I think that it will certainly be a lot easier to manage being that this is my first online teaching experience. Thanks again for your thoughts.
-Karen
----------
* Grade Level:12th
* Subject: Independent Living (Life Skills course)
* Particular Curricular Unit you are thinking of developing:
Post secondary Options/Career Research (or maybe Financial Management: Checking, Savings, and Credit)
* What do you want your course to look like?
I think I’d like to make a space for students to access lesson plans (modules), carry out discussions, watch videos, and conduct research on various post secondary/career options. I might create a website for this or possibly use a pre-exisitng format for this. I’m not really sure yet. I’ve been learning about WordPress and I think this may work well for the type of course I would teach.
* What your ideas/thoughts/dreams for class interaction for both teacher and students?
I’d like for my students to interact with one another via discussions and to share research documents so that they can learn from one another in addition to their own research. As the teacher I’d like to be able to give prompt feedback. I’d like an area to post important information and announcements. I would also like to possibly create an area where the entire class works on a project collaboratively together (maybe broken into smaller groups initially - I’m not entirely sure yet)
* How do you think you will assess students?
Students would likely be assessed through journal-like reflection writings, mini-quizzes, a research paper, and possibly even through interactive games/websites, etc.
* What are some of the social, ethical, legal, and human issues surrounding the participation in your online course?
legal - making sure to cite sources and receive proper permissions where necessary (need some assistance here I think)
Monday, December 6, 2010
CEP 818: What's the Big Idea? Module 7
"A day without sunshine is like, you know, night." — Steve Martin
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)."
One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agreee. :)
Throughout each class I teach, I do my best to incorporate some form of play. Sometimes my high school students find this "silly" but they mostly love it. In Sewing and Interior Desing, we do a lot of practice play. It's crucial for students to apply the new skill or concept they've learned and to experience it. Over the past few years, I've discovered that the best way to accomplish our course objectives yet foster creativity is to give them guidelines with a rubric, but to keep the guidelines somewhat broad. This requires them to apply their skills but also to think outside of the box while doing so. By giving requirements but going easy on the limitations, the students have explored different realms that I would never have thought of and the results are sometimes astounding.
As for symbolic play, the students create analogies and models in Independent Living to represent various financial concepts such as credit, budgeting, etc. The most comprehensive way they practice sybolic play occurs when they create a "make believe" world in which they obtain a job, purchase a home, and manage an adult life in the game On Your Own: Coast to Coast. Additionally, these students also experience game play because the program "teaches the making of rules within externally bounded situations (249.)"
In my own personal life, I experience play whether I'm creating a new lesson plan (arranging it to suit the needs of all students, coming up with activities and the manner in which to prsent it) or simply sewing, taking photographs, cooking, etc. One thing I've learn from this chapter (and really from the entire Sparks book) is to be more vigilant during my own personal "play" endeavors. I sometimes forget that when I'm doing the things I love, a fantastic potential for a creative project is right under my nose.
And much in the same regard, a day without play is like, you know, work.
One of the greatest challenges we have as educators is to teach our students using methods so that they are actively engaged and having fun so they forget they are at work. Aside from the overall enjoyment this brings, Jean Piaget suggested, "it strengthens various mental skills (249)."
One of my favorite moments in teaching is when a student exclaims, "Oh my gosh! This class is almost over ALREADY?!" I jokingly reply, "Time flies when you're having fun eh?" And (usually) they agreee. :)
Throughout each class I teach, I do my best to incorporate some form of play. Sometimes my high school students find this "silly" but they mostly love it. In Sewing and Interior Desing, we do a lot of practice play. It's crucial for students to apply the new skill or concept they've learned and to experience it. Over the past few years, I've discovered that the best way to accomplish our course objectives yet foster creativity is to give them guidelines with a rubric, but to keep the guidelines somewhat broad. This requires them to apply their skills but also to think outside of the box while doing so. By giving requirements but going easy on the limitations, the students have explored different realms that I would never have thought of and the results are sometimes astounding.
As for symbolic play, the students create analogies and models in Independent Living to represent various financial concepts such as credit, budgeting, etc. The most comprehensive way they practice sybolic play occurs when they create a "make believe" world in which they obtain a job, purchase a home, and manage an adult life in the game On Your Own: Coast to Coast. Additionally, these students also experience game play because the program "teaches the making of rules within externally bounded situations (249.)"
In my own personal life, I experience play whether I'm creating a new lesson plan (arranging it to suit the needs of all students, coming up with activities and the manner in which to prsent it) or simply sewing, taking photographs, cooking, etc. One thing I've learn from this chapter (and really from the entire Sparks book) is to be more vigilant during my own personal "play" endeavors. I sometimes forget that when I'm doing the things I love, a fantastic potential for a creative project is right under my nose.
CEP 818: How Do I Love Thee? Module 7
Regardless of age, we all enjoy a little "play" in our day. I play a game with my 12th graders called, "Swat It, Match It, Steal It" to review important points and vocabulary before tests. A very common method for test reviews is to have students write out pretend test questions or complete study guides. From my experience, many students copy questions and answers from their book without giving them much thought. By playing this game instead, the students work together to come up with answers and they become very competitive. (Sometimes I award an extra credit coupon to the winning team. I don't always do this, so they never know - it keeps them on their toes!)
How does the game work? The class is divided into 2 teams.
1. Both teams will sit in a row of chairs. (2 rows total)
2. A review question will be asked and ANYONE may answer it by walking to the front table and swatting their team's colored circle on the main table.
3. If the answer is correct, they will reach into the box and choose a Match Card. If the answer is incorrect, the other team may answer the question CORRECTLY and steal one of their UNMATCHED cards OR if they have not accumulated any cards yet, the other team may pick a fresh one from the box.
4. Once a team finds a match for their card, it is theirs to keep for the duration of the game. It cannot be stolen.
5. The team with the most matched cards at the end of the game wins.
Rules:
1. No one may attempt at the answer for 2 consecutive questions. (Someone new must go for that team. Teams can discuss answers amongst themselves but a new person must "buzz in.")
2. Every 3-4 questions, we rotate seating. Members sitting at the front rotate tothe back and every moves up 3 seats each rotation.
3. Once you buzz in, you must answer immediately. You cannot consult your group AFTER you've buzzed in.
Wednesday, December 1, 2010
CEP 818: Zoom In Module 7
This is one of my most favorite things to do on Earth - play with photos!!!
Here is an original picture taken when I was visiting my friends out in Oregon this past spring. At first glance, it may appear that the photo was taken by someone sitting above our table... but look more closely.
In this image, you can see the camera placed in the center of the table. There was actually a mirror positioned directly over our table. We were the only people hanging out so I set the timer and positioned it in the center of the table facing upward. We weren't really trying to have our beers border the photo, but it sort of worked out that way! :) Pretty cool, huh?
To jazz things up, I added some special effects and tagged some colors from the photo to fill in the borders...
So, Halloween is my favorite holiday and this year I dressed as a Prom Queen Zombie. Here is an original picture...
Here is the same picture with a "peeling" effect added to it...
And here is another picture (slightly different... I can't seem to track down the original) with an "aged" and "zombified" look to it...
And finally, (because I couldn't resist myself with the Halloween pictures again) here is the original...
And here are some "solar/alien" effects added to it...
If anyone needs extras for a zombie movie drop me a message! :)
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