Struggling Student

One of the students in my class seems to loose interest quickly when working on classroom activities. I noticed from the survey the interest of this student is geared towards computers and graphics. Although those subject are covered in Tech. Ed., we are currently on another field of study. In order to help this student engage in the current material, elements from the subjects of interest could be integrated into the current lesson. For instance instead of learning about the different types of bridges from conventional studies, Bridge Designer a computer program which allows students to build a bridge and test it revealing its strengths and weaknesses could be used.

Technology Survey

How many computers are in the classroom? 22

Do they have internet access? Yes

Can you access Google tools? Yes

Do you have access to a laptop cart? Yes; Can they get on the Internet? Yes

Is there a computer lab? Yes but irrelevant since class has own lab Do the computers have Internet access? Yes Can you access Google tools? Yes How do you reserve it? Sign Up Sheet

How many of your students have computers with Internet access at home? 12 of 13

Are there locations in the community where students can access the computers and the Internet? Yes, Library

Double Entry Journal #14

Some challenges inquiry based instruction involves are that to a teacher not familiar with the practice it can seem chaotic and unorganized. Because many students are not used to this form of instruction, students may have difficulty developing logical arguments and evidence to support their claims (Krajcik et al., 1998).

Benefits of group work include increased information retention, teams outperformed individuals on all types and across all ages (Quin, Johnson, & Johnson, 1995). Cooperative group work benefits

students in social and behavioral areas as well, including improvement in student selfconcept, social interaction, time on task, and positive feelings toward peers (Cohen et al., 1982; Cook et al., 1985; Hartley, 1977; Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Johnson & Johnson, 1989).

One strategy that can be used to support group learning is Complex Instruction, an example of this technique is here.

Resource: Barron, B., & Darling-Hammond, L. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #13

Traditional education where the student has to memorize information or perform operations with a given equation are becoming antiquated because they don't teach students the critical thinking skills which are necessary in today's society.

Project Based Learning(PBL) allows students to better learn by making the problems authentic and relatable to real life scenarios. (Thomas, 2000) In a study done by Boaler(1997, 1998) it was found students who are taught in project based classrooms have a better understanding of conceptual problems. Another benefit students gain when exposed to PBL is an increased ability to define problems (Gallagher, Stepien, & Rosenthal, 1992), most likely stemming from the fact that PBL resembles real life scenarios the students can relate to.

Problem Based Learning(PBL) offers students the ability to work in small groups to investigate meaningful problems, identify what they need to learn in order to solve a problem, and generate

strategies for solution (Barrows, 1996; HmeloSilver, 2004). Research has found that the use of cases in teacher education can help prospective teachers learn to apply theory and practical knowledge to specific school contexts and think through and resolve classroom dilemmas more productively(Darling-Hammond & Hammerness, 2002). Additional studies have demonstrated that students who participated in problem-based experiences are better able to generate accurate hypotheses and coherent explanations (Hmelo, 1998b; Schmidt et al., 1996).

Learning by Design focuses on having the students apply their learned knowledge towards constructing an artifact. In one such study, Hmelo, Holton, and Kolodner (2000) asked sixth-grade students to design a set of artificial lungs and build a partially working model of the respiratory system. They found that the design project led to better learning outcomes than the traditional approach to instruction. They also noted that the design students learned to view the respiratory system more systemically and understood more about the structures and functions of the system than the comparison group. Researchers have also observed that design activities are particularly good for helping students develop understanding of complex systems, noting that the systems can be presented as a united whole whose structure is adapted to specific purposes (Perkins, 1986). Fortus and colleagues (2004) noted learning by design had a positive effect on motivation and sense of ownership over designs among students.

Differences between these approaches are Project Based Learning focuses on making learning authentic for the student, Problem Based Learning focuses on getting the student to critically analyze a problem, and Learning by Design focuses on the application of the knowledge the students gain.

I think the benefit that can be gained by all of these approaches is that they make learning interesting to the student by involving them in the process and forcing them to actively participate while developing solutions to questions that arise during the activity.

Barron, B., & Darling-Hammond, L. (n.d.). Teaching for meaningful learning. Retrieved from http://www.edutopia.org/pdfs/edutopia-teaching-for-meaningful-learning.pdf

Double Entry Journal #12

I learned that IRE type teaching leads to the idea that the teacher is superior to the student and that it implies there is an answer to every question. Also this learning implies that the teacher decides what is important and how the material should be covered

I thought it was interesting relating the intimacy of language to public speaking as well as how stiffing IRE type instruction can be to student interest.

One question I have is why is IRE instruction taught as a primary method of instruction if its results are as dismal as this reading suggests.

Discourse." Coalition for the Advancement of Jewish Education. Yahoo. Available: http://www.caje.org/a_lukin.htm. March 7, 1998.

Asking essential questions can improve learning in schools because the answers to the questions are often open ended and allow the student to critically think and develop their own rationale to the answer.

Reflection: learning to ask essential questions. (n.d.). Retrieved from https://docs.google.com/document/d/165BCE1vIgTotWw49y5tMN2JAKVNdjH7aVTsaNZep7Js/edit?hl=en_US

Double Entry Journal #11

The Top Ten Wiki is an example of good student assessment practices because in the activity the students take part in establishing the criteria for the top ten list. In addition to establishing the criteria the students also self monitor their decisions as well as each others to ensure the proper choices are being made. This activity was also authenticated for the students by having an external audience in the form of the Clustrmap, the project was of interest to the students, and ranking items is a practice they will encounter outside of school. The students participated in active exploration in this Wiki through different sources of research such as text and internet. They also used different forms of technology to arrange the gathered information such as the smartboard, a graphic organizer, and creating their own Voki's.

WV content standards in science and lang/reading which are accomplished by the Top Ten Project...

SC.O.9.1.2

demonstrate how a testable methodology is employed to seek solutions for personal and societal issues (e.g., “scientific method”).

SC.O.9.1.4

conduct and/or design investigations that incorporate the skills and attitudes and/or values of scientific inquiry (e.g., established research protocol, accurate record keeping, replication of results and peer review, objectivity, openness, skepticism, fairness, or creativity and logic).

SC.O.9.1.6

use appropriate technology solutions within a problem solving setting to measure and collect data; interpret data; analyze and/or report data; interact with simulations; conduct research; and present and communicate conclusions.

RLA.O.9.1.4

use various pre-reading skills and comprehension strategies for activating prior knowledge or generating questions during reading and post reading, literary experience, information and/or performing a task.

RLA.O.9.1.5

locate and analyze the author’s use of specific information in text (e.g., author’s purpose/perspective, main and supporting details, specific facts, statistics, definition).

RLA.O.9.1.10

extend vocabulary by developing and using new terms through various literary and informational texts through various strategies: context clues affixes prefixes multiple meanings origin history evolution

RLA.O.9.2.4

identify, evaluate, and analyze a variety of informational media using primary and secondary sources.

RLA.O.9.3.3

perform a variety of roles in various settings: critique oral/visual information relate personal experiences collaborate to gain consensus mediate speak extemporaneously

RLA.O.9.3.6

properly use private and public information.

RLA.O.9.3.7

plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, and audience.

Resources:

Pilver, R. (n.d.). Wikis and 21 st century literacy instruction. Retrieved from http://top10.sblc.wikispaces.net/file/view/wikisand21stcentury.pdf

Cso - teach21 search page. (n.d.). Retrieved from http://wveis.k12.wv.us/Teach21/public/cso/cso.cfm?tsele1=1&tsele2=109