Week6 Discussion – ENHANCING INSTRUCTION WITH TECHNOLOGY by Scott Tinney

      my group = “right-handed”...

though my wife Michele is “left-handed”, in whatever sport you play, learning to use your left hand or foot is essential to maximizing your potential – i.e. I can kick , dribble, and score using my left foot, an advantage that helped me win a D-1 scholarship for soccer and graduate from college debt free…well, at least during the 1^st time I attended college. 

          The 2 Instructional Strategies that I use to maximize learning in my classroom are Classroom Learning and Project-Based Learning.  Technology integration is a constant in my classroom, as I teach Computer Technology to my 11^th and 12^th grade Computer Technology Majors.  I have created a student-centered classroom that allows them to learn by practice, both individually and with their peers.  In addition, I use a defined, repeatable approach for students to follow every time.  We start by learning, defining, and understanding a concept, reinforcing this knowledge with group practice, independent practice, and then independent projects where we take our knowledge and apply it.

          

          The 2 Instructional Strategies that I use to maximize learning in my classroom are Classroom Learning and Project-Based Learning.  Technology integration is a constant in my classroom, as I teach Computer Technology to my 11^th and 12^th grade Computer Technology Majors.  I have created a student-centered classroom that allows them to learn by practice, both individually and with their peers.  In addition, I use a defined, repeatable approach for students to follow every time.  We start by learning, defining, and understanding a concept, reinforcing this knowledge with group practice, independent practice, and then independent projects where we take our knowledge and apply it.

           

          Project-Based Learning is the other Instructional Strategy that I use often.  One example is accomplished in a section of my course, where we address and examine various current issues related to Computer Technology.  This year I assigned a project where we explore the rise of Cyber Bullying, specifically what it means and why it is so devastating to its many victims.  This project requires the use of a number of different software applications, including Microsoft Excel and Microsoft Power Point.  The research for the project uses many different sources of data and statistics, so we use Microsoft Excel as the medium.   Microsoft Power Point is used as a presentation tool, as each student will present their specific take and related findings to the class.  The concept of Cyber Bullying includes too many distinct aspects and types, so I ask each individual student to choose one type of Cyber Bullying that they need to explore separately.  My goals for this project include exploring a current IT-related subject, and helping my students become proficient in using Excel. I believe that my students need to be “expert” users of Excel and Microsoft Office, and this project allows them to practice their previously mastered skills, such as how to research and organize data, formulate meaningful conclusions from their data, and display their data and results in effective and meaningful ways. 

References –

     Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
     Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

     Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

           Learning is accomplished by finding a way or perspective that the student comprehends and is comfortable with, that engages the student, and that leads the student to true understanding and then retention.  Social Learning utilizes social interaction with the students’ peers in the classroom to create a positive student learning environment.  I try to present and teach using many different presentation styles, that I pair with my students’ best learning styles.  I know that I have always learned more through experience, and then lecturing and teacher-centered presentations fail to keep my interest.  So to take the focus off of me, I try to use student interaction, peer discussions, and active student participation directly with their peers to increase learning and engage the class.   Instead of keeping everybody quiet and expecting my students to learn from one source only, me, I try to increase the participation level by organizing students into groups to take advantage of the benefits they get from collaboration, working together, and becoming directly involved in the learning process. They are able to bounce ideas off of each other and collaborate together to solve problems.  Vygotski’s Zone of Proximal Development is defined by Dr. Orey as “What information a student is capable of learning at this time” (Orey, 2011). The key to taking this student who is ready to learn to the point of actual learning is to use other students as their Knowledgeable Other.   By using the Classroom Learning and Project-Based Learning instructional strategies, I use my actively participating students to work together with each other to gain maximum understanding.  These strategies promote the students from being only note takers, to promoting the students themselves to be the Knowledgeable Others. These Instructional Strategies promote student driven activities that seem to benefit all of the students through encouraging peer interaction, gaining group and class collaboration, and allowing socializing in a way that increases understanding.

          The first Instructional Strategy I utilize is Classroom Learning.  I choose to have all activities, projects, and presentations available and performed only in the classroom.  I require all students to become active participants in the initial presentation and practice of each lesson.  In order to accomplish this, I realize that I must set up my students for success by modeling what they need to do and introducing and practicing a defined, repeatable approach for students to follow every time. For example in September, I taught my students how to take a textbook definition of an important term or concept, and define it using their “Own Words”.  I don’t want the students to write down a regurgitated, complex, and wordy explanation of a concept, but instead a direct, concise definition.  I have always hated the use of dictionary or “textbook” definitions of a term or concept, with the definition including many 13-letter words and a length of more than 45 total words. How many times have we, as students, memorized some wordy, inane definition for a word, only doing so because we knew that it was required for a quiz.  The intent of this strategy is to reach a level where each student truly understands the concept, and shows their knowledge to teach their other classmates what they know. Also, by grouping the students I can ask for a few of my student’s definitions, with the goal to increase student understanding and to immediately assess their grasp of the current topic.  The “Own Words” note taking, is an essential part of my goal of helping my students learn about and find their preferred learning style.  I have an instructional strategy to provide each lesson using 4-5 different presentation styles, hopefully always including a presentation that matches directly with each student’s preferred learning style.  Basically, I take time immediately after presenting a concept, and ask each student to take the wordy, complex definition of a concept and write it in personal and understandable terms.  Since I teach Computer Science, I also require them to either give an example on how the term is used or show the pseudo-code that is required if used in a program.  Finally, we practice our organizational and database skills for the “Own Words” note taking by programming the entries into a searchable database, both for practice and to make the information accessible if needed later on. 

 

What Do You Do, When School Is Not Safe?...for Students and/or Teachers

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What Do You Do, When School Is Not Safe?...for Students and/or Teachers

         Behavior is learned, and in my current school the middle school students’ behavior is so bad that no one feels safe.  My latest assignment in the Buffalo Public Schools is as a Technology Teacher at a pre-K through 8^th grade school.  The school is located in the worst section of inner city Buffalo, and is among the numerous BPS schools that performs so poorly academically and on the standards testing that New York State has given it a deadline for turnaround of 2 more years or it will be closed.  The previous administrators had allowed the culture in the school to become disruptive and wild, and the students can’t be trusted to behave in the hallways, classroom, or even the bathrooms.  I always took it for granted that it was a given that school was a safe and secure place to be.  Now, after experiencing first-hand 3 unsafe BPS schools, I have come to understand that teaching and learning cannot exist under these conditions.

          During this Fall, I am not teaching and setting high expectations for my students, instead I am trying to calm the constant threat of violence and the building-wide disarray of chaos.  On my hall, three Home and Careers Teachers have already resigned this year because they don’t feel safe.  To this point, I have personally broken up 20+ fights, and the school year has just begun.  My classroom is very organized, my procedure is consistent and busy, and my expectations are posted and have been reviewed with every class.  I am an excellent classroom manager, and usually establish a feeling of respect and atmosphere for learning.  There are many reasons for the current culture in my school, but the fact is that it has to change, and quick.  My classes have to be escorted to and from classes, either by myself or one of my colleagues.  Each class has at least 28 students, and the students’ behavior in the hallway is atrocious.  Pushing, disrupting other classes, running around or away from the line, yelling profanities and insults, and knocking books out of each other’s hands is the norm for each transition through the hallways.  Once in the classroom, it is an almost impossible task to get the students to sit in their seats, get prepared, and stop talking.  The students throw things continuously, and the air of animosity and confrontation escalates throughout the period in the form of verbal taunts and/or physical skirmishes.  Taking attendance can take most of the period, and I am constantly yelling to be heard and to quell the noise.  My “Do Now” opening activity which is to be completed in the first 5 minutes, is ignored by many, completed by a few, or wadded up and thrown at other classmates or at me.  A number of students feel free to leave at their own discretion, or to hang out the door for the majority of the class.  Each student spends every class and every day together with the same 29 other classmates, and the majority of their interactions with each other are filled with animosity and hate. 

          At this time, I have consistently managed my classroom, and shown the students that I won’t back down and that we need to establish order.  I have extended respect to all students, and have maintained that they should respect each other and me.  Literally every day, I come in with a positive attitude, and constantly try new approaches to establishing a safe classroom.  On a daily basis, I make at least 5 negative or positive phone calls home in order to stabilize, inform, and to establish a partnership with the parents.  I realize that inconsistency and high teacher turnover represent part of the reasons that students are behaving improperly.  The fact is that to change this culture in my school, it will take a concerted, long amount of time and effort. 

          True Story:  I introduced myself to a well-built, black man that was escorting the 6^th grade class that was just leaving my room.  He told me his name, and when I asked him if he was in college trying to become a Teacher, He said “No, he was here as a Substitute Teacher, but his full-time job was as a Correctional Officer at Attica Prison,” the NYS maximum security prison in our area.  He then followed up by telling me that he was trying to earn some extra money, but that this job was much more difficult than his other one, and that he felt that the environment and behavior in this school posed more danger to him than at Attica. 

Week5 Discussion - Social Learning incorporated into My Classroom

by Scott Tinney

          Learning is accomplished by finding a way or perspective that the student comprehends and is comfortable with, that engages the student, and that leads the student to true understanding and then retention.  Social Learning, specifically using Cooperative Learning, can utilize social interaction with the students’ peers in the classroom to create a positive student learning environment.  I try to present and teach using many different presentation styles, that I pair with my students’ best learning styles.  I know that I have always learned more through experience, and then lecturing and teacher-centered presentations fail to keep my interest.  So to take the focus off of me, I try to use student interaction, peer discussions, and active student participation directly with their peers to increase learning and engage the class.   Instead of keeping everybody quiet and expecting my students to learn from one source only, me, I try to increase the participation level by organizing students in groups to take advantage of the benefits they get from  working together and also having direct involvement and input in the process.. They are able to bounce ideas off of each other and collaborate together to solve problems.  Vygotski’s Zone of Proximal Development is defined by Dr. Orey as “What information a student is capable of learning at this time” (Orey, 2011). The key to taking this student who is ready to learn to the point of actual learning is to use other students as their Knowledgeable Other.   By using Cooperative Learning, we can create groups to maximize understanding and use the students themselves as the Knowledgeable Others. This Social Learning Strategy promotes student driven activities that benefit all of the students through peer interaction, group and class collaboration, and allowing socializing.

                          Cooperative Learning is a strategy that exemplifies social learning.  When properly structured and understood, I believe this strategy can provide some very positive results to my students and everyone in the class.  When properly implemented and taught, the group dynamic will assist and work to effectively increase everyone’s comprehension and understanding.  In addition, it employs every group members’ different abilities and strengths, and does so a non-threatening atmosphere for learning.  In order to use this learning strategy, the students have to understand their roles and responsibilities within the group and in the lesson.  I have a friend who teaches middle school Health and Sexual Education, and her students epitomize the proper student role playing and understanding of the Cooperative Learning strategy.  When she is teaching a lesson and asks the students to get into groups, every student knows where the Group Materials are kept, what each of the “role” cards for each group mean, what is expected of them in the activity and the group, and can fulfill every role regardless of the role they are playing that day.  In her class, a lesson using Cooperative Learning maximizes learning and comprehension throughout the class.  Due to the positive peer involvement, mutual cooperation, and the universal understanding of expectations, all of the students increase their learning.  I think that by properly instituting the Cooperative Learning strategy, we can create an atmosphere and expectation that every student is actively participating, assuming a role, and interacting.  Finally, with Cooperative Learning the focus can shift from me being the Knowledgeable Other and the only resource, to instead the students assuming those roles.

Constructivism in Practice By Integrating Different Technologies Into Our Classroom

            Practicing constructivism by integrating its theories into our teaching strategies can help us increase our impact, and help focus our students to gaining a better understanding of our lessons.  To accomplish integrating the constructionist learning philosophy, it seems natural to utilize our technology based tools to enhance our presentations, assigned projects, and create hands-on learning activities.  Certainly, there is a correlation between teaching with an instructional strategy that increases student interest and participation and the constructionist learning theories, by using different technologies to further engage our students and increase their understanding.

        The primary focus of constructionism is to get our students engaged in learning through the process of them creating something, without the teacher giving specific instruction or direction on how to do it.  Simply, this student-centered approach is to get students to build stuff, regardless of the tools or technology they use (Orey, 2001).  I see a direct parallel to Bloom’s Digital Taxonomy in reference to achieving the highest order of learning or thinking skills, the Creating stage (Churches, 2007). To explore this approach, we can examine three different constructionist approaches to teaching and learning that we could incorporate in our classroom. "Problem based inquiry is an effort to challenge students to address real world problems and resolve realistic dilemmas.

Problem based learning is an instructional strategy in which students actively resolve complex problems in realistic situations. Project based learning is a teaching and learning strategy that engages learners in complex activities" (Orey, 2001). Regardless of which approach we use, the key to integrating a constructionist approach is for us to only be the facilitator, and the students set up and create the process to solve the problem on their own, including choosing what tools they will use. 
             At my previous teaching assignment I taught 2 intensive years of Computer Technology classes to both 11^th and 12^th graders.  I think that there are many essential skills that are needed and valuable going forward both in college and/or the profession world, but none are as valued, rare, and will elevate you from the pack,  then the ability to problem solve, think, and create.  I didn’t know that by first teaching my students how to approach learning, by developing their understanding, teaching them a repeatable problem solving strategy that works for any problem, and then pushing them to take it further by applying and creating, that the approach was termed as constructionism.  The rewards of this teaching approach included graduates that excelled and differentiated themselves from their peers, a classroom with total active

participation by all students, and solutions and completed projects that far exceeded my already high expectations.  On the other hand, I found out how hard it is to be a facilitator.  As a parent, many times we want to resolve everything for our children, but even though we want to assist them at every turn, we must let them learn to stand back and let them try and experience the results.  As a teacher, one of the hardest bad habits that I had to change was to not answer my own questions in class, but let the students answer them.  Being a facilitator requires us to give students the tools, approaches, and information they will need, but then allow the students to have the chance to experience it for themselves without our input or assistance.  One final observation is that to set up the students for success and then to assume the role of facilitator, it does require a lot of additional effort and work.  Seeing my students flourish, develop, and succeed is incredibly satisfying, but creating this classroom environment does require a lot of additional effort.        

References

            Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
            Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

            Churches, A. (2007). Edorigami, blooms taxonomy and digital approaches

http://edorigami.wikispaces.com/file/view/bloom%27s+Digital+taxonomy+v3.01.pdf