Reflections

Throughout this course there many revelations that I had when it comes to new Literacies and online inquiry.  As Warlick (2009) said, there is such an “abundance” of information available that it can sometimes be overwhelming.  Trying to teach students how to navigate through all of that information and then how to properly use it can seem daunting, but with practice it will become second nature. 

I think that the most important thing to try to remember when using someone else’s intellectual property is to give them credit.   The burden falls on the teacher to remember to use proper citation using intellectual property so that a good model is set for the students.  I have found in this generation and their ability to find things on the web that they are used to not giving credit to the owner.  What I mean by that they are used to finding video games, music, shows and movies on the web and using them for free.  If the students see that the teacher gives credit to everything that they use that isn’t of their own making, or maybe for the purpose of driving the idea home, and things of their own giving credit to what they do.  If I were to use pictures that I took on a trip to Spain or Peru, then I show in the bottom corner that it is my picture then they will understand the importance of citing information.  

Something that I think I will always keep a watchful eye on is making sure that my students always give credit to what they are writing.  The best and easiest way for me to know if my students are borrowing information from somewhere is simply how it written.  If the information from them is well thought out and written with very few grammatical errors then I will be led to believe that they are borrowing someone else’s work.  Then I would simply type in their topic in Google and chances are that it will be one of the first items that the search engine finds.  I will then have to make sure they know how to use someone else’s ideas and then summarize that information in their own words.  They would still have to cite whose idea it is, but at least they will begin to learn how to use other people’s thoughts to support their own beliefs.    

One thing that I would like to explore from this class is to refine my searches on the internet.  Like Warlick (2009) said there is such an abundance of information that it is easy to get lost when you are looking for something specific.  Making searches as specific as possible to find what you are looking for is important so that time is not lost going through many different links finding things that are not important to the search.  With practice and patience I can find ways to navigate the World Wide Web to find relevant information for my inquiries.  This class has been helpful and it will help my guide the students that are from a new digital age use the technology available to them.  

Warlick, David. (2009). “Skills for the Future” [DVD]. United States: Laureate Education, Inc.

Reflections

As I have gone through this course I do not have many modifications that I would like to make to my Personal Theory of Learning.  The few modifications that I would like to implement is to use a more cooperative learning in groups of three or more instead of simply using a partner to practice new Spanish vocabulary. 

Some adjustments that I would like to make with regards to technology integration is the use of Virtual Field Trips.  There really are no places to take my students to experience an authentic Latino trip in Cincinnati, but I can take my students there in a virtual way.  They will be able to explore new places that would be nearly impossible otherwise for a plethora of reasons.  I would also like to have my students produce more power point presentations using the new vocabulary that they are learning in my Foreign language class. 

I would also like to use more WebQuest projects with my students along with Virtual Field Trips.  These two uses of technology would take my students to distant lands that are so different from the inner city of Cincinnati.  I was fortunate enough to take a group of students to Puerto Rico a few years ago with the generous funding of two Cincinnati Bengals.  The experiences that these ten students have will last a lifetime, but I know that was a rare, once in a lifetime opportunity that may never happen again.  By using the technology available to use these types of instructional practices, I will be able to show my students a world that they can strive to visit in the future.  Seeing something and learning about it may inspire them to achieve in school in order to go see the places that they will experience virtually through a WebQuest or a Virtual Field Trip.  

Voice thread

Here is my voice thread let me know what you think. http://voicethread.com/share/1386679/

Connectivism and Social Learning in Practice

Cooperative learning in social learning in practice.  I do believe that in human nature we want to have social interaction to give meaning to everything.   I see that cooperative learning plays an important role in developing social skills and social learning.  Cooperative learning works to a point but it is not the end all learning strategy that a Charter school that I unfortunately worked at for a year believes it to be.  The school wanted every lesson of every day to be completed with cooperative learning, more accurately, using Kagan learning structures.  They believed that those structures made everything fun and then the students would learn.  This was unfortunate because the students at that school were performing at a very low level in every subject but believed they were great students because of the success of the "cooperative learning" that they had in class.  I believe that cooperative learning does reinforce learning and build up social skills.  Cooperative learning is integral in learning a foreign language by relying on your classmates to affirm pronunciation and understanding. It is a tool that is useful when used appropriately,  but is ineffective when over used.  This strategy is just like diet plans, what works from some will not work for all.  Like with everything in teaching every person needs to find what works for them and for their classes and be happy.

Constructivism in Practice

Looking at Constructivist/constructionist learning theories this past week I think of the time I spent volunteering  in a Montessori school as an undergraduate.  I found their philosophy completely different from what I had always thought of as "schooling."  The idea of giving children a learning map and having them find their way instead of leading them to a desired result is something that worked really well for a certain group of students.  I look at this as something that works in combination with an individuals' learning modality, since some people can not learn without being told what to do, when and how to do it.  I really like the idea of learning something new by going through a process and having someone facilitate it or guiding the way.  It takes a special type of environment and facilitator to make this thing possible.  I can remember some students coming into the school from Charter schools in the area and them having a terrible time in trying to acclimate to a new learning environment.  The schools that they came from had no structure, no certified teachers, and principles with no educational backgrounds.  They like the idea of not having a lot of structure, but they also didn't like to actually try and learn things on their own, mostly because the tools were never implemented in them to know how to learn.  I believe that the early years it is easier for students to have a guide that gives them the needed tools to learn so that when they are older they can learn on their own.

Cognitivism in Practice

In this weeks learning resources we are asked to explore Cognitive learning strategies and concepts for our students.  This is something that I rely on a lot in working with my students who are learning Spanish.  I do what I can to help them try and make the connections from learned ideas in their native language so that they can conceptualize what it is that I am trying to teach them.  There is an expression that I believe everyone has heard which is "Lost in Translation."  There are some many sayings that we say that just don't make sense in other languages, for example when I say, "I am going to go work out," we know it means that I am going to do exercise.  The translation of that in Spanish, "Voy a trabajar afuera, " which literally means, "I am going to work outside."  So with things like this in mind I try to have my kids make connections to things that they already know to so that they can avoid the pitfalls of translating things literally.  Something that my students love about Spanish is that they get refresher courses in Grammar.  I have to explain Grammar rules in both languages so that they can understand my lesson better.  They English teacher at one of my school complained to me because she said the students told her that they learned more about English in my Spanish class than in her class.  I do think that learning a language at an early age is easier then trying to pick one up later in life, simply because you do not have all these already learned notions in another language in your head.  I have found that it is easier for my students to learn a new language when they can connect similarities and differences in the two languages. 

Behaviorism in Practice

Looking at the strategies that were used in Chapter 8 and Chapter 10 of the course text, Using Technology with Classroom Instruction that Works, as well as exploring some of the Behaviorist-based technology found of the resource page I like the way that they work with the Behaviorist Theory.  In creating a spread sheet that was introduced in Chapter 8, I like that it shows student how their effort in different aspects of the class effect their grade, its a way from them to see their effort and how it translate into their grade.  If the student is willing to put forth a strong effort they see it in the end result, if they slack off then they see how it effects them in the end.  Its a way of showing them that they can achieve goals and perform well if they are willing to put forth the effort and it gives them a sense of ownership of their grade.  It is a way for them to see how they are achieving on their own and that the teacher isn't simply "assigning them a grade" based on their feelings towards a student.
The ideas shown in chapter ten as well as the links in the resources on the course's home page show potential for things that are available on the web that can help students build up confidence and practice things that are learned in the classroom.  I have used a webpage that I subscribe to, Descubre, allows my students to have many different activities in Spanish and it gives them a sense of achievement when they complete assignments or activities on this site.  It allows me to track their progress and help them when they need simple remediation on a certain topic.
These resources and ideas do help reinforce positive learning and try to push students towards the positive behaviors and attributes.  When they can see that they can control how they earn their grades and achieve success in my classroom then they can get excited about other classes and try to do well in all aspects of their schooling.  They will also become excited to come to my class and enjoy the leaning experience that I try to offer them.