Final Project

My Final Project

This lesson was adapted from both my cooperating teacher and some of the research I have done throughout this semester with educational technology.  The ideal classroom would be an English class with accessibility to computers with students who are not very familiar with the process of researching.  Please keep in mind that this is a classroom that has instilled blogging as a regular activity that the students are to complete every week.

The first stage of this lesson plan, access and analyze, is primarily the introductory stage of a research project.   The teacher will use direct instruction methodology in order to teach the students how to evaluate sources for credibility.  Using a computer, LCD projector, Prezi and guided questioning, the teacher will present the stages of evaluation and encourage students to engage with the process by asking questions to clarify.  The teacher will teach the CRAPP method and the associated YouTube video to illustrate the method students should use to decide whether sources should be used in their research project.  The students will be able to look at Internet sites and be able to decipher what is valid and reliable.  The hope is that students will contribute to the discussion by bringing in prior experience with research and credible sites.

            The students will then enter the Evaluation stage by working on computers to practice these skills on their own research.  The students will use Google to truly practice their skills of examining claims from sources and deciding if they are valuable enough to classify as research. The students are required to meet with groups to discuss and decide on the validity of websites in question.  The students will help each other examine informational text to decipher information and claims.  They will also discuss in groups how they can begin to implement the CRAPP method in other classes for research.  The students will use the conversations in their groups, their own experience using the method, and prior research experience to write a required blog on Blogger. The students will also be required to comment on each other’s blog to illustrate class participation.   

            In the communication stage, the students will begin to decide on their research topics.  During these two class periods, the students will begin their research project to collect any related sources they will use in their project.  The students will use research tools like JSTOR or Google Books to find credible sources.   During their research, they should be using their blogs to record important quotes or excerpts they would like to include in their project. In addition to researching for textual support, the students will continue their individual work to create pinboards on Pinterest that will collect illustrations for their research project. During this time, the teacher will meet with each student to conference about their topic, use of time, and implementing the CRAPP method.  The students will use this time to voice any concerns or questions they have. The teacher will insure that each student is on the right path for the project.   After this one on one discussion, the students will break up into small group dedicated to helping each other in the process of research.  Here they will talk about any issues, question about credibility, and the technology usage so far.  Again, the student will be required to journal about their experiences, topics, and interests so far in their Blogger account.   

In the production phase, the students will begin to gather their research and ideas and organize them into the framework for the paper.  The students will create an outline for their research project to present the evidence they will use in their paper.  The will be instructed to create a clear and cohesive outline with coordinating quotes on MindNode.  This online tool will help students visualize the progression of their paper.  When they have completed the outline, it is to be embedded on their blogs.  The outline will help students organize their project clearly to ensure they stay on topic.  After the students have all creating their outlines, the students will then use their peer editing skills to critique each other’s outlines.  The students will use peer editing to help each other be as specific as possible.  They should point out anything that is confusing or that seems out of order.  At this point, the teacher will also assess the students’ progress through examining their Blogger accounts, MindNode outline, and Pinterest boards and record their grades in the Genesis grading system where both the students and parents are able to see grade postings.  

(15) Final Thoughts

As I was looking for an article to discuss for my last post I realized that everything I was interested in had been discussed in my prior blogpost.  I ventured over to Teacher Tube to see if there was any videos recently posted and I found two that truly epitomized the beauty of being a teacher in an age where technology is so accessible and useful!

I uploaded two related videos that were on Teacher Tube to illustrate the two examples.

Literature Circles:

Figurative Language Rap:

As an educator, I think it so wonderful that we have resources such as these.  Websites like Teacher Tube and YouTube are twofold in the fact the they offer a place for teachers to observe teaching strategies in action as well as offer a venue for our students to present their knowledge.  These outlets redefine the classroom as an interactive environment and invites improvement.  Teachers do not have to exert any extreme effort to reach out for new ideas and strategies when Internet searches are so available for us use.  In the same fashion, students search for knowledge has no restraints and the borders of the classroom are now invisible.  It is liberating and exciting to imagine myself and my future students engaging with content using different mediums.  My hope is that my classroom is framed around the power of technology and my students never feel held back from their quest of knowledge.  I hope we all eventually find a place to teach that allows us to incorporate the vast educational technology options to assist us in translating our content areas in meaningful ways that allow our students to succeed.  Good Luck!

(14) "Digital Learning" Panel

Local Educators Named to State "Digital Learning" Panel

I thought this article was relevant and important to us as future educators because it shows the transition schools are making towards a more technological focused classroom.  This movement to have a board dedicated to the digital educational world is a great way to step up the standards for teachers as well as develop a schools pedagogy further.  I truly believe that teachers need to be educated on how to incorporate technology but also how to make it meaningful for the students.  Too often, we see the over use of PowerPoint while meaningful instruction lacks.   

            Although I think this is a great movement for the world of technology, I think that the process needs to be amplified in order to make a true difference in the world of education.  Two days dedicated to discussion is not enough to tackle the extensive options for classroom teachers to incorporate technology.  Further,  I think that we as educators forget that technology is not only defined by iPads in the classroom and can be used to a students advantage if teachers are simply educated in how to properly integrate technology in order to make a difference.  More importantly, like mentioned in the article, how can technology become a huge part of educational life if the students do not have access outside of school.  How can we as educators tend to that issue?  How can we keep up with the changing world’s job market and demands without incorporating these trends in schools? How can school districts motivate their teachers, more specifically their seasoned teachers, to learn about technology and the incorporation into the classroom?  

(13) Edmodo

A friend of mine introduced the website, Edmodo, to me last week and since then I have been completely intrigued by the power this website could have in a classroom.  Think Facebook but for your class.  This website has the capabilities to reach outside the 8:30-3:00 timeframe, more specifically your 40 minute class, to encourage learning at all times.  It also allows you to connect with your students to address their confusion, questions, and ideas but in a public forum that email doesn’t allow.  The website allows you to post reminders, questions, surveys, and students can even submit assignments.

            I will, without a doubt, incorporate this program in my classroom, as I truly believe it bridges the gap often felt between student and teacher.  It creates a forum that students can be comfortable with approaching a teacher and get the help that they need.  I think this website trumps others like Blackboard because it offers a public and interactive web space for student to use.  I think the students will immediately identify with the website because of the similar features with Facebook. 

            My only concern would be if the students would take advantage of the resource.  Email has been an option to reach teachers for years and still, students are hesitant in reaching out.  I wonder if the ease of these website will invite students in.  My hope would be that the website could serve as a learning environment outside of the classroom where students can track their understanding, ask questions, or work with their classmates.   

(12) Teaching Software

Teaching Software Flooding Into New Jersey Classrooms

The article highlighting a New Jersey classroom explains the benefits of including computer driven instruction with the students that need to “catch up”.  The program works with students to increase reading potential by working with spelling, reading speeds, and other areas.  So far, the teachers have claimed that the student’s achievement levels have increased and the students are beginning to feel more confident with their skills as readers.

            From a teacher’s perspective, I think this program is revolutionary for the reading classroom.  Although I believe reading is a very teacher driven instruction, the ability to reach outside of those limits and tailor a program directly to a students needs is wonderful.  The computer program allows immediate feedback and does not allot for students to be “left out” of instructional tasks.  I believe the program is beneficial to the teachers as well because it allows time to dedicate to individual students needs.  If a class is working on computers, a teacher can easily move around and work with students one-on-one to make sure they get the individual attention they need.  Further, the program diagnoses classroom issues within feedback so teachers can then tailor their lesson planning.

On the other side of the coin, I hope that programs like these would not take away from classroom instruction and the very physical aspect of reading.  But if the program is used correctly in conjunction with teacher instruction, I believe the positive results are endless.  

I would gladly adopt this use within my classroom.  Like mentioned before, I think the potential benefits outweigh any risks that may arise from less teacher led instruction.  I believe immediate and accurate diagnosis of students needs is invaluable in a struggling reader classroom.  The program does all of the “dirty work” and is able to get down to the students true needs in order for teachers to spend time on the true needs of the students. 

(11) W.Va. Taps Online Games to Improve Education

 Online Games as Educational Tool

This article highlighted an alternate approach to learning that would probably be very beneficial in related and reaching my future students.  The article details a West Virginia school district that has taken advantage of a website called, Learn21.  I think this methodology is a great way to reach the population of reluctant learners that are often uninterested in school material.  By reaching your students interests, video games, a teacher would be able to facilitate learning without the usual backlash.  In my personal experience, my younger brother become entranced with his Xbox the second he gets home.  If the effort that is used to play these video games could be applied to learning, the students potential would be immeasurable.  Although Learn21 has begun to meet the needs of virtual educational games, I would really like to see popular games like Call of Duty and others becoming integrated in the educational setting.  It is completely possible and beneficial to relate these video game experiences within the classroom regardless of the discipline.  It is a similar situation when the television began to become integrated in the classroom.  If teachers are able to mimic that movement, video games can be cross-curricular and connect activities of “fun” with “educational”. 

            The article continues to discuss the implication of students creating their own games. The concept of creating a computer game is exciting enough that it could easily encourage students to do the required research for the game without the usual disengagement.  Students are able to again, own their knowledge.  This process doesn’t fall into the typical classification of a boring assignment because it has reached the students interest while upholding and reaching the standards.   

(10) Blended Learning

Blended Learning 

After finding this article on EdWeek’s Digital Directions section I became fascinated with this new and innovative approach to teaching.  These schools have revolutionized the role filled by a teacher by eliminating traditional lesson planning and classroom instruction to put learning in the hands of the students.  I believe this mentality is a great way to encourage students to gain ownership over their knowledge and begin to develop their critical literacy and thinking skills beyond the constraints of teacher led instruction.  However great this method is for the evolution of schooling, it is obvious that our training and education models need to follow suit in an attempt to train pre-service teachers with these new techniques in mind especially since majority of their faculty is comprised of newly certified teachers.  Like taught in the majority of my education classes, I really liked that these school’s design take away emphasis on grades and instead on informally assessing and remediate the learning.  I really thought that the focus on real world application and student guided learning is exactly what is missing in most of America’s traditional classroom.  Unfortunately, it is these exact skills that are what develops children into critically thinking and educated adults that are able to function outside of the constraints of what is expected.  I thought the most important aspect of this type of design was the flexibility of lessons to cater to a specific students needs.  When we talk about differentiated lessons and assessment, teachers often overlook students’ true needs.  This type of instruction avoids that issue and doesn’t allow for students to be overlooked.  I truly believe that a teacher with this kind of tool would be able to revolutionize a students learning behaviors to their advantage.  My main concern with this type of approach would be the students’ attitude towards Internet based schooling.  Without the forced face-to-face instruction, students may become disengaged with learning and possible fall behind or out of touch.  At the same time however, this type of education is able to set the tone for the professional world these students will undoubtedly become members of.