Embedded Files
Final Group Reflection- Dynamic Document Found Here
Working with a group of people you have never met would seem a bit frustrating, compound that by distance. How do you coordinate work between four people in different cities with different schedules? The answer is technology! What a perfect way to relate to the students in the class scenario. The scenario challenged us to find applicable technology based teaching techniques. Had we not been utilizing technology ourselves to overcome our distance and to attend classes, this assignment might actually have been an overwhelming challenge. Instead we had a true understanding that “technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing member of groups to communicate even if they are not working face to face (Pittler, Hubbell, Kuhn & Malenoski, 2007, p140).
Experiencing what our students experience is also the basis for our staff development sessions. Not all teachers are prepared for the technology-based environments their students thrive in. Staff development sessions were broken down into smaller sessions by topic allowing the teachers to actively participate and create technology based exercises in training, creating examples of technology that will be used by the students. “If applied effectively, technology implementation not only increases student (teacher) learning, understanding, and achievement but so augments motivation to learn, encourages collaborative learning, supports the development of critical thinking and problem-solving skills (Schacter & Fagnano, 1999). Teachers will create a sample podcast, a wiki or blog, and should either create a video or link a video sample. For example, student will be linking the plate tectonics project to recent events in Japan and teachers could locate a video of the earthquake and tsunami impact; such as Japan's Multiple Crisis video to show to the class.
Teachers will then return to the classroom with their sample lessons and break class into groups that will be “kept to a manageable size” (Pitler, Hubbell, Kuhn & Malenoski, 2007, 140). The class will be broken down into six groups of 5 students and will “use a variety of criteria to group students” (Pitler, Hubbell, Kuhn & Maenoski). Groups will be sorted from low to high and lower grade students will be placed in groups one at a time by personality with the gifted and talented (GT) students to ensure all level abilities in each group to increase learning. GT students will scaffold the learning of the lower performing students. The visually impaired and hearing impaired students will be placed in separate groups and each placed with additional GT students. The purpose of this project is to give students a better understand of plate tectonics. When we were students, we looked at a textbook that had a picture of the fault line. Now students can see video online, live and recorded newscasts, and recent photos posted almost immediately. The students benefit when a teacher has the ability to take a recent event and tie it into a lesson. Hearing and seeing an event, that occurred yesterday, in multiple formats reaches students more directly and takes the student halfway around the world to the event. The students will then be given one of six assignments; each assignment will either be a visual or auditory project. When each project is complete, all six together will create a complete lesson on plate tectonics and will meet the needs of all learning styles.
It is no secret that video is the language of the millennial generation (or Gen Y, or Net Gen, or whatever other name you’d like to insert here). According to Mashable: “As of February 2011, YouTube has 490 million unique users worldwide per month, who rack up an estimated 92 billion page views each month. We spend around 2.9 billion hours on YouTube in a month — over 325,000 years. And those stats are just for the main YouTube website — they don’t incorporate embedded videos or video watched on mobile devices” (Elliott, 2011). This project leverages the power of video technologies in a way that doesn’t require prior mastery of the teacher and engages the student, challenging them no matter what cognitive level they are at. In fact, the structure of our collaborative video project(s) allows students to contribute to the final result based on their current ability rather than requiring they acquire additional skills prior to the creation of the finished product. As we saw in several videos throughout this course, the idea is for students to learn immersively and constructively. That is, they will learn because they are playing and experimenting with unknown technologies in an environment that is safe for them to fail, yet provides immediate feedback for them as they progress forward. As an instructional strategy, there is ample research to suggest that student content creation through the medium of video technologies will result in increased learning (Siegle & Foster, 2000; Pitler, 2007; Lucas, 2005). Students in this project will be documentary film makers, directors, producers, screen-writers, and actors as they work to create a finished product that demonstrates learning in the topics covered (plate tectonics, weather, and cultural/society impacts of geologic events).
Audio technologies (such as podcasting, radio interviews, et al) provide students a way to benefit from not only creating their content (mastery through development/creation) but also the ability to load the audio track onto their iPod or other mp3 device and engage the concept beyond the classroom. Further, students with visual impairments and auditory learners would also greatly benefit from instruction delivered clearly and succinctly in audio format. “Neuroimaging studies of blind persons performing nonvisual tasks, including hearing, show activity in brain areas normally associated with vision” (PLoS, 2005). “Findings suggested that areas of the brain normally dedicated to processing visual stimuli (the visual cortex, located at the back of the brain in the occipital lobe) might play a role in processing sound” for visually impaired individuals (PLoS, 2005). Audio technology provides students with the added ability to rewind and re-listen to any sections as needed; the creation of an audio production provides a more accessible format for many students. Further, it is a widely accepted instructional strategy to have students teach/tutor other students. When the extraneous supports of visual cues are removed and students are forced to develop an audio recording that is clear and to the point to prevent other students from getting “lost” as the recorders attempt to explain the topic(s). Students will practice scripting, rehearsing, and editing as they work towards their ideal production.
Our goal is to make the lesson the center of attention, not the technology or the student differences. Blake Middle School gives an example of our goal. When the teacher evaluates the lesson plan and the projects, the technology should not be the only thing we see. Evaluation methods will include more than quizzes and tests; teachers will also be looking at group participation and collaboration. This will be done through observation as well documented steps on the collaborative group wikis the students maintain. Teachers can do a finalized learning assessment after all projects are completed and shared with the class; however, if this assessment method is used, the teacher must ensure that any tested concepts that are not included in the projects must be taught by the teacher prior to the assessment . If facilitated correctly, this project will support the concept that “technology can give students ‘more control over their own learning,’ facilitating the analytical and critical thinking and the collaboration championed in the constructivist approach to education” (Russell and Sorge, 1999).
Note:
Group collaboration efforts can be viewed at https://docs.google.com/document/d/1s4IrPn7Svzt2QbPZjkdH7lq9o_PMiYLnFbNkhq0kT2U/edit?authkey=CKO6kbsM&hl=en#.
Sources:
Aucklandmuseum. (November 16, 2009). Tectonic plate movement - Auckland museum. Retrieved March 25, 2011 from http://www.youtube.com/watch?v=prfgw8uKXA8.
Baker,R. (nd). Blip.tv. Dispatch: Japan’s multiple crisis. (Retrieved March 25, 2011 from http://www.blip.tv/file/4888671/?utm_source=blip&utm_medium=site_search&utm_content=itnk&utm_campaign=s_ab.
BlatantWorld.com (October 4, 2010). Map of major tectonic plates in the world. Retrieved Mach 24, 2011 from http://www.flickr.com/photos/blatantworld/5051807235/.
Cambium Tech. (March , 2010). Assistive Technology: How Blake middle school uses Kurzweil 3000 in the classroom. Retieved March 25, 2011 from http://www.youtube.com/watch?v=P3KSTxDShZo.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. Association for Supervision and Curriculum Development, 140.
Public Libray of Science: Biology. (January 25 2005). Loss of Sight and Enhanced Hearing: A Neural Picture. PLoS Biol 3(2): e48. doi:10.1371/journal.pbio.0030048. Retrieved March 26, 2011 from http://www.plosbiology.org/article/info:doi/10.1371/journal.pbio.0030048.
Reed,C. (nd). Discovery News:Tsunami follows 8.9 earthquake in Japan (slideshow). Retrieved March 25, 2011 from http://news.discovery.com/earth/tsunami-japan-slideshow-110311.html)
Russell, J., & Sorge, D. (1999). Training facilitators to enhance technology integration. Journal of Instruction Delivery Systems, 13(4), 6.
Schacter, J. & Fanano, C. (1999). Does computer technology improve student learning and achievement? How, when, and under wh conditions Journal of Educational Computing Research, 20(4), 329-343.
Siegle, D., & Foster, T. (2000, April). Effects of laptop computers with multimedia and presentation software on student achievement. Paper presented at the meeting of the American Education Research Association (AERA), New Orleans, LA.
Individual Reflections
Greg-
This week in our group discussions, it was clear that the ideas were flying fast and furious. My three teammates were all coming up with a number of great ideas on how we could develop a cross-curricular lesson that would effectively reach all of the students attending the class. At the end of the week, in light of the massive earthquake and tsunami(s) in the Far East, the group decided to relate a current event to the topics (weather patterns; tectonic plates) we were already working on. By bringing in such a fresh, relevant event into a frequently boring and difficult to understand topic, we hope to increase student engagement as well as be able to apply appropriate instructional practices. Some of the technology that could be implemented in addition to our other existing ideas include blogging about the current events as they take place, establishing a "research wiki" where students could collaborate to investigate topics of interest in a project-based scenario.
UDL Lesson created:
Tectonic Plates-Intro_garner.pdfIn creating the UDL lesson, the greatest challenge was trying to think through how I would teach a topic I have only ancillary knowledge of: plate tectonics. Our group decided to all create UDL lessons that were related to the overall group project, so I chose to given an introduction to tectonic plates. Creating activities that would be accessible wasn't very difficult once I had decided how I wanted to present the topic, but it did require a fair amount of forethought and a thorough understanding of the topic. I needed to go through and brush up on my 8th grade science and then brainstorm some ways that would help convey the message of plate tectonics in a way that all students would be able to grasp. Then it was just a matter of compiling/aggregating the materials into an organized, thoughtful format.
Introduction to Tectonic Plates eBook
The process of creating an eBook just sounds entirely too daunting and complicated. Books are for publishers and professional writers who spend days, weeks, even months editing and editing to make sure their creation is ready for copy. At the outset of this assignment, I was extremely intimidated, as I had never written a "book" before, let alone published one to a public library. However, that's exactly what I did with this assignment. The interface was simple and easy to use (through the CAST ebook builder website) and in no time at all, I was able to develop an eBook that came to life with text-to-speech, pictures, links, and even a helpful penguin named Pedro. I already knew there was huge potential for eBooks in education as they bring to life an otherwise boring or dull text. However, I didn't realize how easy it was. It really wouldn't take much for teachers to create eBooks for some of their content, especially since students could review the content as much as they needed to help them to master what was being presented. Further, with the proliferation of mobile devices, if these books could be viewed on phones and iPods in addition to laptop computers, I can only imagine the possibilities. Learning could truly move beyond the four walls of the classroom and into the pockets of our students, accessible anytime, any place.
Tammy-
This week our group could easily have gotten distracted. Most members were either starting spring break or ending spring break and I had a work emergency that placed me on call 24 hours a day for several days. All that being said, I was amazed at the group and how technology supports distances. Each member more than participated and utilized the technology we had available to communicate (google doc, Facebook, and email). As a result, the ideas began to fly and if someone was away for the day, they could easily see what was shared and jump right back in at their convenience.
UDL Lesson: Tsunami Research/Personal Narrative
The UDL lesson was a difficult one for me to complete as I do not teach 8th grade English and I am not even a teacher. I am familiar with writing curriculum for adult learners in a business environment. I found that terminology and formatting differs, but the basic methods were similar. UDL is more specific on methods and less specific than I am acustomed to writing. I have been required to write lesson plans that are word for word verbiage of what will be taught in trainings, this is done to show for legal reasons what was covered and also to ensure all trainers cover the same topics and issues. I feel the UDL has challenged me to add more information about learning styles and teaching methods to my work lesson plans.
The thought of creating an eBook terrified me. However, after signing into the website ( CAST ebook builder website) I quickly realized it was a step-by-step format. All you had to do was select the page style, page format, and insert the content. It was actually easier than I thought. I love to play around with graphics and scrapbook so the creative side of me wanted to be able to move my pictures to locations that were not offered in the templates. Otherwise, I found the templates covered more than I imagined. I believe if teachers were introduced to the eBook builder, they would also be pleasantly surprised at the ease. Finding time to create eBooks might be a larger obstacle. I am not sure how much I could use this site for my adult learners in a business environment, but I see significant potential for elementary students. I can also see myself using this format for an elementary age Sunday School class lesson.
Janette-
This last week was crazy for all involved, but thanks to technology, communicating is a breeze!!! Everyone is easy going and eager to come up with and bounce ideas around. It truly is a blessing!!! To get things started, several of us agreed to use Social Studies. The average grade for those of us who are teaching was 9th, so I asked my favorite freshman World Geography instructor for some topic ideas to get us going. She recommended Earth/Sun relationships, plate tectonics, any regional area and weather systems. Weather seemed to get most of us thinking, but once the earthquake in Japan hit, plate tectonics won as the immediacy of the lesson was perfect. We proved, once again, that we all compliment each other nicely as each of us created a UDL lesson plan that covers the topic from different subjects, grades and TEKS.
UDL Lesson: Forces of Change
This was interesting in that I wasn't by a computer for a while so I thought out what my game plan would be, then I had to implement it. It took MUCH longer than anticipated, but I'm wondering if I took it too far as I created all of the templates for the students to use etc as if we were really going to do the lesson. I researched lesson material and then had to re-educate myself on some terminology, specifically, exactly what was meant by Lithosphere and Biosphere.
eBook: 1959 Yellowstone Earthquake a.k.a. Hebgen Lake Earthquake
I love geology. When I plan vacations, it always includes something geologic. I hadn't realized this until recently. But, in this case, it served me well. I had a blast digging through vacation photos to create my eBook on the earthquake that hit southwest Montana in 1959, known as the Yellowstone Earthquake or the Lake Hebgen Earthquake. The most drama I had creating the eBook was the fact it was taking approx 3-5 minutes (literally) for the pop-up screens to populate. That was frustrating. Finally, my computer was responding slow with other things so I cold booted it. The speed of everything is much better (although I had to start all over with opening up the gazillion things I had open to get the assignment working!). One of my mother's dying wishes was for me to write a book and publish it. Thanks to this class, I've fulfilled her wish.
Rachel-
I continue be amazed at how well our group works together and the amount of quality, honest discussions we have! Everyone inputs what they can and shares their experiences with the entire group. The group is from all over and despite our distances we really are a team. This past week seemed to be a busy one for many of our members. I was out of touch for four days and the team worked incredibly hard while I was away. They were eager and helpful when I had questions about finishing the week's assignments. They are so helpful and really enhance this class for me!
UDL Lesson: https://docs.google.com/document/d/1xWpp1ERw1MVaVeR8fMOcYgs57M85izBWLQbOnqInrgs/edit?hl=en#
Universal Design for Learning (UDL) is a unique aim to teach for all learners to be able to participate and use lessons no matter their learning/physical background.
UDL focuses on three areas of the brain: Recognition Networks, Strategic Networks, and Affective Networks. These three areas provide you the "what", "how", and "why" of learning. Students need to use each of these networks day to day.
Creating my own UDL lesson was an eye-opener. Much of what I already put into lesson plans is part of their focus. It was reassuring to observe this and know I was already putting in place exactly what they suggest you do.
Also, this process of UDL lesson planning was a new experiencing for me because I was planning a lesson geared for 8th grade classrooms. I am not certified beyond the 6th grade classroom so I have yet to experience doing this. It was neat to expand my educator abilities to this.
EBook: http://bookbuilder.cast.org/view.php?op=view&book=41509&page=1
This week I had my first experience creating a UDL based eBook! The format was simple and straightforward as a WYSIWYG (What you see if what you get). For a beginner using their program this was much appreciated!
I did not utilize all of their program, however, because of time restraints. There are tons of options in creating your eBook. I can see how this technology can really be utilized to assist varying learners in your classroom. It really reached a lot of students with the visuals, readable font, audible voice reading, and accessible mouse clicks. Very user friendly too!
Above you can find my eBook to see my final project after only minimal time creating! Enjoy!
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