Problem:
People who are overweight or who have health problems are subjected to
humiliation through mandatory physical education classes. How can physical education classes overcome this situation?
Monday, June 1, 2015
Wednesday, May 13, 2015
Philosophy of Learning
Mod 6 Blog 7105
As an educator, I believe we should not follow
one theorist but use a mixing pot of the theorist ideas to meet the student’s
needs. I believe in being active or involved verses lectures. The designer and
learner should have an active role in what the content is and how it is
delivered. Learning should be fun and interactive (not static) and students
should have a voice. In this digital
era, students have been accustomed to the use of technical devices inside and
outside of the school setting. Technology in Education (2011) states, “The
opportunities include greater access to rich, multimedia content, the
increasing use of online course taking to offer classes not otherwise
available, the widespread availability of mobile computing devices that can
access the Internet, the expanding role of social networking tools for learning
and professional development, and the growing interest in the power of digital
games for more personalized learning”.
This course has
provided many readings and exercises on learning theories and their perspective
methods. All the theorist we have learned about provide valid content to back
their theory up. All people learn differently as well as educators teaching
methods. With that said, Gardner’s multiple intelligences comes to my mind. Gardner
states, “Multiple intelligences theory can be used for curriculum development,
planning instruction, selection of course activities, and related assessment
strategies” and “students’ multiple learning preferences can be addressed when
instruction includes a range of meaningful and appropriate methods, activities,
and assessments”. Using Gardner’s intelligences, students will be able to
understand their strengths and weaknesses and educators can build upon their
abilities to develop confidence and self-esteem. In my own school setting
(special education), we use the behaviorist approach based on human behavior.
We offer rewards, reinforcement and behavior modification-just to name a few.
Howard Gardner’s Theory of Multiple Intelligences. Retrieved from: http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf
Technology in Education. (2011). Education Week. Retrieved from: http://www.edweek.org/ew/issues/technology-in-education/
I replied to:
Jannotta https://akajay93.blogspot.com/
Heather http://edtechist.blogspot.com/
I replied to:
Jannotta https://akajay93.blogspot.com/
Heather http://edtechist.blogspot.com/
Thursday, May 7, 2015
New Technologies
Blog post module 5 7105
I will start off by saying I have not had the opportunity
myself, to introduce new technology into our workplace but our tech liaisons
have. They introduced a program called BCPS One. BCPS One is a system wide
gradebook. “Through the BCPS One system, all the district's programs and
initiatives around student data, assessments, curriculum, instruction,
reporting, and analysis are being fully integrated into a single,
user-friendly, platform. For the 2014-2015 school year, phase one of BCPS One
has been implemented to provide a Web-based communication and collaboration set
of tools which provide a single, unified presence to distribute information and
actively engage the community in the instructional process. Through BCPS One,
educators are also able to communicate classroom level information with
colleagues, leadership, parents, and students” (BCPS One). This was and still
is a fairly new program to our school and we are still going through training.
Prior to the introduction of this program, a few rumbles of
negative remarks were surfacing. The problem is this new program is excellent
for regular school classes and teachers, not for special education-we do not do
grades. I see the need and the programming for regular schools and the benefits
that will accompany them using the BCPS One program. However, some of our
teachers were not inclined to accept this program open heartedly. I did notice
the teachers who were not accepting of this program, are the older generation,
teachers who have been at the school over 15 years.
After reading John M. Keller’s ARCS (Attention, Relevance,
Confidence, and Satisfaction) model, I would try to utilize some aspects of the
model by capturing the (older) teacher’s attention and stimulating their
curiosity. I believe that these older teachers are pretty much set in their
ways and new programs/technology is a challenge and they lack motivational
skills. Listed below is a video that I would present to the teachers, it was
created to inspire teachers today to use technology in their teachings.
Driscoll (2005) talks about Keller’s ARCS model by saying in
order for these to work, “students must believe that it is related to their
personal goals and will meet their specific needs”. I would transfer this
statement to the teachers. I would further more tell them that they already
have the skills within them but just need to build upon them. I think the
teachers would be surprised how easily it might come to them once they
practice. Again, this program doesn’t benefit our school but it is required by
Baltimore County. The County is trying to revamp the program for next year to
include special education schools. This is a perfect opportunity to play with
the program before we really have to use it. I believe once the teachers become
comfortable with the program, it won’t be so bad. Modeling is a good way to
teach and I think if our liaisons took the time and demonstrated the ability of
the program, we all would get a better understanding of what is expected and
the user rate would increase.
Finally, after building confidence and seeing how this
program is beneficial to the school system, I would praise them with positive
reinforcement and feedback. Most people feel the need of recognition for their
hard work, I would have other teachers compliment them on their usage of the
new technology. Everybody likes the feeling of acknowledgement!
References
Driscoll, M. P. (2005). Psychology of learning for instruction
(3rd ed.).Boston: Pearson Education, Inc.
Jannotta
Tuesday, April 21, 2015
Mindmap Connectivism Module 4
Connectivism
is the process of creating connections and increasing your network
involvedness. Networks are creating new ways in which people are learning through
social and cultural frameworks. People have the capability of using multiple
networks at any time and the opportunity to choose whether or not to use them,
engage them or disengage them because not all networks are created with equal
strength. According to Orey
(2001), he concludes that Siemens says “connectivism is driven by the
understanding that decisions are based on rapidly altering foundations. New
information is continually being acquired and the ability to draw distinctions
between important and unimportant information is vital. Also critical is the
ability to recognize when new information alters the landscape based on
decisions made yesterday”
Technology in the 21st century has drastically changed the
way in which we live our lives, communicate with others and learn. It has
changed mine by allowing me to utilize my time more effectively and
efficiently. I am able to take learning on the road (so to speak) by connecting
to the internet or any other resources I need. I am also able to learn new
information through the use of many networks. Through social media, I can
connect and reconnect with many people and stay abreast of current events. I
can plan lessons, report on IEP’s and complete progress reports through the
convenience of a tablet. I can find solutions to problems and answers to questions
by navigating the web.
Digital tools that make my life easier in my interpersonal
communications are wikis, blogs, email and skyping. For my social pleasures, I
turn to Facebook, twitter, and Pinterest. In my working environment we use
whiteboard, Tap-it and many augmentative devices for the students. I enjoy
television, music and internet, which are all accessible via internet. Online
learning has given me the opportunity to pursue my education at my own pace.
The digital era of the 21st century has come alive and has opened
the door to many life opportunities.
Orey, M.(Ed.). (2001).
Emerging perspectives on learning, teaching, and technology. Retrieved
<insert date>, from http://projects.coe.uga.edu/epltt/
Wednesday, April 8, 2015
Module 3 Rheingold Video Response
Reflection on Rheingold’s video
In Rheingold’s (2008) dialog, he claims
that humans do have a basic instinct to work with others. Evolution is the key
to interaction as a group. Back in the days,
it was “the survival of the fittest”, but as the world matured and
language/socialization started to emerge, it became the main frame and people
began to realize that in order for some things to get accomplished, teamwork
was the answer. He discusses the importance of Wikipedia as a collective
developed encyclopedia which contains a summary of human knowledge. Rheingold
(2008) states that the alphabet was the changing factor and a very powerful
tool declaring “new forms of wealth emerged” and still going strong today. In my opinion, it is a matter of do you want
to work with others or work individually? I like to do both. Sometimes too many
chiefs is not beneficial, but on the flip side, when one chief drops the ball
(so to speak), the other one is there to pick up the pieces. We all learn from
each other’s teaching methods and gain knowledge. I think it really depends on
the task at hand if collaboration is a key tool or not.
Technology can play a part in facilitating
collaboration through the use of blogs, office, podcasts, docs, wikis,
discussion boards, and other technologies. Discovery learning is the primary
thought process where learners develop their own knowledge through analysis of
their own familiarities. Discovery learning does not mean that it is unguided,
it means that learners
will be provided with the tools, resources, and necessary support to guide them
through their own learning manner.
Collaboration is defined as “a
recursive process where two or more people...work together toward an
intersection of common goals...by sharing knowledge, learning, and building
consensus” (Lomas, Burke & Page. 2008). Constructivism offers multiple ways
of learning which allows for greater success.
“The Internet offers multiple pathways to learning, using
hypertext/hypermedia as a constructivist learning tool. Carefully designed materials
presented online can assist individuals’ construction of knowledge by providing
alternative pathways to information and making that information easily accessible
from any location that has system facilities” (How does Technology Facilitate
Constructivist Learning).
The study below provides insight on how teachers examined themselves
team teaching with others. It goes on to reveal how the teachers learned and
discovered the benefits of collaborative work.
Here are some responses from teachers
after working collaboratively together; ““I mean it took so
much time…but then we became much more at ease with the process and I think
also much more comfortable with each other and we began to collaborate in a
much more fluid way” and “the presence of another pushed us to go deeper,
emphasizes the opportunity for reflective practice through the process
of collaborative teaching” (Lester & Evans, 2009). http://files.eric.ed.gov/fulltext/EJ869322.pdf
References
Driscoll, M. P. (2005). Psychology of learning for
instruction (3rd ed.). Boston, MA: Pearson Education
Lester, J. N., & Evans, K. R. (2009).
Instructors' Experiences of Collaboratively Teaching: Building Something
Bigger. International Journal Of Teaching And Learning In Higher Education,
20(3), 373-382.
Lomas, C., Burke, M. & Page, C.L. (2008).
Collaborative Tools. Retrieved from: net.educause.edu/ir/library/pdf/eli3020.pdf
Rheingold, H. (2008, February). Howard Rheingold on
collaboration [Video file]. Retrieved from:
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html
I have replied to:
Joy https://avery7105.wordpress.com/
Diana
http://dianaeduc8845.blogspot.com/
Tuesday, March 24, 2015
Cognitivism as a Learning Theory
7105 Mod 2 Blog Post
Which –ism to use?
This seems to be a controversial area when it comes to
learning. So which –ism shall be used: Behaviorism, Cognitivism,
Constructivism, or Connectivism? You ask yourself the question, “How does one
determine if learning has actually occurred?”
Bill Kerr and Karl Kapp converse over learning theories and the
influence it has on student learners. After reading the blog by Kerr (2007), I
believe that all –isms should be given the opportunity to be presented to the
learner, so the learner can figure out which way is the best way to learn. I
believe in the “mixed” bag effect. Karl Kapp (2007) wrote to Bill stating, “I
particularly like your comment about the concept of taking a little bit from
each school of thought, I really believe that is the essence of good
educational design. Creating learning utilizing an entire tool kit of
philosophies, techniques and ideas”. Dreana Marshall-Stuart supports Kapp’s
(2007) statement by saying, “It is true
that no one theory can stand alone and be strong in itself, but if we apply
different aspects of each theory to fill a particular learning need then we may
be able to design a course that can be consider exceptional in terms of the
learning processes”.
After reading the blog by Kerr (2007), this quote sums it
all up. I love it! “Since no two people are alike, we will never get to a point
where one -ism will serve all”.
There are so many level of learners in one classroom, I
don’t think just one theory would suit all. Since I have been taking this
class, I find myself wondering about what theories are used in the special
education learning environment. So my question to you is, “What do you think is
the best theory for learning for students with learning disabilities?” I found
an article on the web that briefly talks about learning theories and special
education by Gwen Hardy:
These articles describe many theories that might meet the
needs of a special needs child. Hardy goes on to say, “there is a long list of
theories that can be applied as different strategies to help teach children, so
one is not working, find a new one”. I agree with her that not one theory will
benefit all students just as Kapp’s (2007) blogs confer.
“Since no two people are alike, we will never
get to a point where one -ism will serve all”. Retrieved from: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Hardy, Gwen. A
Child with Needs
http://www.achildwithneeds.com/education/learning-theories-and-special-education/
http://www.achildwithneeds.com/education/social-cognitive-theory/
Kerr, B. (2007, January 1). _isms as filter, not blinker
[Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Saturday, March 14, 2015
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