"Strategic Modeling: Balancing Structure with Choice" by Joshua Block on Edutopia
I am enjoying reading the Edutopia RSS feed more than any of my other subscriptions on my Feedly account. I found this blog entry by a high school teacher named Joshua Block today and I could really relate to it. In this blog entry Mr. Block explains how he has come to terms with being a facilitator helping students come to their own conclusions and solve their own problems through modeling for them effective problem solving strategies. As a teacher at the college level, I strive to not just give my dental hygiene students answers to their questions, and instead give them guidance and help them come to the answer themselves. Sometimes this is easier said than done though.
Mr. Block gives some examples of how to practice what he refers to as "strategic modeling" with students. One way to do this is to "model thinking" for students using a sample problem. I do something similar to this when we work through clinical case scenarios as a class. Before the students have to complete case studies on their own I show them how to effectively work through the process and answer questions along the way. Another activity Block shares that may be effective is for students to share their work with others. Students can learn a lot from their peers and if the teacher points out strong points in student's work it can be a model for other students in their work also.
I think it is important for instructors in every discipline to model problem solving strategies as well as professional behavior. The students do watch us, and we have to remember that we are always "on stage."
Article Citation:
Joshua Block. (2013, October 28). Strategic Modeling: Balancing Structure with Choice. www.edutopia.org. Retrieved October 29, 2013 from http://www.edutopia.org/blog/strategic-modeling-balancing-structure-choice-joshua-block
Tuesday, October 29, 2013
Monday, October 28, 2013
Reaction to video "What is a Screencast?"
YouTube video "What is a Screencast?"
This video was somewhat helpful for me because prior to watching "What is a Screencast?" I did not know what a screencast was. The maker of this video begins the video clip by typing the phrase "What is a Screencast?" into his Google search engine. Then he reads what he finds as the definition of screencasting to the audience. In my opinion, the author could have explained what a screencast is in his own words, it would have been more meaningful and interesting. I believe that teachers that read straight from the book are taking shortcuts. Nevertheless, the author gives us a very brief explanation of what a screencast is demonstrates one for the viewers.
Now that I have the "What is a Screencast?" figured out. I still need to answer my questions about why I should use one and how to make one. I will have to conduct further research to answer these questions, but the video gave me a starting point.
ScreencastCentral. "What is a screencast?." Online video clip.
YouTube. YouTube, 9 Feb. 2007. Web. 28 Oct. 2013.
This video was somewhat helpful for me because prior to watching "What is a Screencast?" I did not know what a screencast was. The maker of this video begins the video clip by typing the phrase "What is a Screencast?" into his Google search engine. Then he reads what he finds as the definition of screencasting to the audience. In my opinion, the author could have explained what a screencast is in his own words, it would have been more meaningful and interesting. I believe that teachers that read straight from the book are taking shortcuts. Nevertheless, the author gives us a very brief explanation of what a screencast is demonstrates one for the viewers.
Now that I have the "What is a Screencast?" figured out. I still need to answer my questions about why I should use one and how to make one. I will have to conduct further research to answer these questions, but the video gave me a starting point.
ScreencastCentral. "What is a screencast?." Online video clip.
YouTube. YouTube, 9 Feb. 2007. Web. 28 Oct. 2013.
Sunday, October 27, 2013
Reaction to Richardson Text- Week 2
I found Chapter 2 in "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms" by William Richardson to be more insightful than Chapter 3. Chapter 2 highlights the benefits and uses of Weblogs in the educational setting. This chapter helped to answer some of the initial questions that I had about blogging such as why should I incorporate this into my teaching and how exactly could a blog be used for educational purposes? Chapter 3 wasn't as helpful because I have already begun experimenting with blogging. This information may have proven to be beneficial as a reading requirement before the start of class.
Richardson provides an argument in support of the use of Weblogs in Chapter 2. He states that "Weblogs truly expand the walls of the classroom" (p. 27). I can see how blogging might be an effective way for my students to work with other dental hygiene students from around the state, country, or even the world. The internet really does allow people in every geographic corner of the globe to share what they think and know with others. Another point that Richardson emphasizes is that "blogs archive the learning that teachers and students do, facilitating all sorts of reflection and metacognitive analysis" (p. 27). Reflection is a higher-order thinking skill that I, as a college instructor, feel is very important. I agree that blogging may be a useful application for reflective writing that I could use with my students.
In Richardson's "Scaffolding Blogging" subsection of Chapter 2 he shares how younger students can begin to use blogs and how older students can do more with blogging. Being that I teach adult learners (college students) I see that there are many ways that blogging can be incorporated in my teaching. Also, with practice my students may be capable of "complex blogging" which incorporates higher-order thinking processes (p. 31) due to their age and experience with technology.
In conclusion, I feel that there may be ways for me to use Weblogs with my students. I think that the most important and beneficial activity that my students could use blogs for would be self-analysis and reflection.
Reference: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin.
Richardson provides an argument in support of the use of Weblogs in Chapter 2. He states that "Weblogs truly expand the walls of the classroom" (p. 27). I can see how blogging might be an effective way for my students to work with other dental hygiene students from around the state, country, or even the world. The internet really does allow people in every geographic corner of the globe to share what they think and know with others. Another point that Richardson emphasizes is that "blogs archive the learning that teachers and students do, facilitating all sorts of reflection and metacognitive analysis" (p. 27). Reflection is a higher-order thinking skill that I, as a college instructor, feel is very important. I agree that blogging may be a useful application for reflective writing that I could use with my students.
In Richardson's "Scaffolding Blogging" subsection of Chapter 2 he shares how younger students can begin to use blogs and how older students can do more with blogging. Being that I teach adult learners (college students) I see that there are many ways that blogging can be incorporated in my teaching. Also, with practice my students may be capable of "complex blogging" which incorporates higher-order thinking processes (p. 31) due to their age and experience with technology.
In conclusion, I feel that there may be ways for me to use Weblogs with my students. I think that the most important and beneficial activity that my students could use blogs for would be self-analysis and reflection.
Reference: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin.
Wednesday, October 23, 2013
Reaction to Richardson Text
As I read Chapter 1 in the text "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms" I learned more about the history of the internet and how technology is and can be better used in the educational setting.
The part that really spoke to me was the section subtitled "Learners as Teachers" that begins on page 8. Richardson emphasizes the need for teachers to first experiment personally with technology before they try and implement it in the classroom. I feel that this is sound advice. Richardson shares that he experienced "transformation" through personal experimentation with various forms of technology.
I look forward to experiencing transformational learning myself in this course as I engage in creating media and using technology forms (such as this blog) that I have never used before. I personally learn best when I can experience things for myself. In this course I hope to gain a better understanding of how technology works, what mediums are most suitable to application in my educational work setting, and maybe overcome initial obstacles that I encounter. I am sure that there is a learning curve in using most of these programs and technology forms and this first time through will be beneficial for future applications.
Also, in this "Learners as Teachers" section Richardson states that educators might benefit from first exploring technology tools as they apply to our personal interests. Richardson asks educators to determine what we are passionate about and explore learning this way (p. 9) I have begun to do this by adding RSS feeds that don't apply directly to teaching, but rather to my personal interests. This combination of information on my Feedly account keeps me updated and interested in everything that I have to know and want to know.
Reference: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
The part that really spoke to me was the section subtitled "Learners as Teachers" that begins on page 8. Richardson emphasizes the need for teachers to first experiment personally with technology before they try and implement it in the classroom. I feel that this is sound advice. Richardson shares that he experienced "transformation" through personal experimentation with various forms of technology.
I look forward to experiencing transformational learning myself in this course as I engage in creating media and using technology forms (such as this blog) that I have never used before. I personally learn best when I can experience things for myself. In this course I hope to gain a better understanding of how technology works, what mediums are most suitable to application in my educational work setting, and maybe overcome initial obstacles that I encounter. I am sure that there is a learning curve in using most of these programs and technology forms and this first time through will be beneficial for future applications.
Also, in this "Learners as Teachers" section Richardson states that educators might benefit from first exploring technology tools as they apply to our personal interests. Richardson asks educators to determine what we are passionate about and explore learning this way (p. 9) I have begun to do this by adding RSS feeds that don't apply directly to teaching, but rather to my personal interests. This combination of information on my Feedly account keeps me updated and interested in everything that I have to know and want to know.
Reference: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
Monday, October 21, 2013
Reaction to YouTube video "Creative Commons- Get Creative"
YouTube video "Creative Commons- Get Creative"
This is not the first time that I have watched this video clip. However, today as I was re-watching it, I noticed that the more I learn about creating educational resources and using information that I find on the internet, the more the content in the video has become understandable and important to me.
The idea that collaborating with others and sharing information is beneficial to all is a relatively new concept. This video outlines the history of Copyright and explains the hindrances that have come with copyrighting with "all rights reserved." It further explains the advent of Creative Commons and the problems that can be addressed in sharing works under "some rights reserved" in order to "skip the intermediaries" so that everyone can benefit.
I personally agree with the concept of Creative Commons. I think that it is a great way to work together with other people and can save time and energy from the teacher's standpoint. I don't see any reason to "re-invent the wheel" so to speak when someone else has already done so.
I have yet to license any of my own works under a Creative Commons license, but I intend to do so some day. I look forward to leaning more about this topic in our course.
Video Citation:
willmed. "Creative Commons- Get Creative." Online video clip.
YouTube. YouTube, 10 Apr. 2007. Web. 21 Oct. 2013.
This is not the first time that I have watched this video clip. However, today as I was re-watching it, I noticed that the more I learn about creating educational resources and using information that I find on the internet, the more the content in the video has become understandable and important to me.
The idea that collaborating with others and sharing information is beneficial to all is a relatively new concept. This video outlines the history of Copyright and explains the hindrances that have come with copyrighting with "all rights reserved." It further explains the advent of Creative Commons and the problems that can be addressed in sharing works under "some rights reserved" in order to "skip the intermediaries" so that everyone can benefit.
I personally agree with the concept of Creative Commons. I think that it is a great way to work together with other people and can save time and energy from the teacher's standpoint. I don't see any reason to "re-invent the wheel" so to speak when someone else has already done so.
I have yet to license any of my own works under a Creative Commons license, but I intend to do so some day. I look forward to leaning more about this topic in our course.
Video Citation:
willmed. "Creative Commons- Get Creative." Online video clip.
YouTube. YouTube, 10 Apr. 2007. Web. 21 Oct. 2013.
Reaction to "Knowledge in Action Research Helping to Make the Case for Rigorous Project-based Learning" by Edutopia Staff
"Knowledge in Action Research Helping to Make the Case for Rigorous Project-based Learning" by Edutopia Staff
The title of this article sparked my interest as I was browsing new posts on my computer this morning.
Being a teacher in a community college dental hygiene program, my focus is as much on teaching theory as it is on teaching technical skills. The words "knowledge in action" ran true to my overall goal of educating dental hygiene students, so I decided to read on.
What I learned in this article is that, currently, research is being conducted to determine the efficacy of programs that involve what is referred to as "project-based learning" or PBL. According to the Edutopia Staff, programs that are based on PBL focus on giving students a chance to not only show what they know on paper, in the form of tests and essays, but also demonstrate their knowledge through doing something innovative with their gained knowledge. In other words, PBL is experiential and gives the students a taste of the real-world.
Although this article focused on research conducted on Advanced Placement students in the high school setting. I found this information to be applicable to my career setting in higher education as well. To me, the importance of implementing problem-based leaning in dental hygiene is paramount. My students will not be successful in the work place if they only know about dental deposits and not how to remove them. Similarly, they will not be effective patient educators if they only know how to remove the deposits and not how to avoid their accumulation.
It is my feeling that in virtually any educational setting the teacher should strive to create authentic tasks for students to demonstrate their knowledge. This ensures that the students have to move past the rote learning stages and understand how their knowledge can be applied. Application also allows students to see why learning something is necessary or important in the larger scheme of things.
It will be interesting to see what the results of this research initiative actually unveil. I will be following up on this topic in the future.
Article Citation:
Edutopia Staff. (2013, October 17). Knowledge in Action Research Helping to Make the Case for Rigorous Project-based Learning. www.edutopia.org. Retrieved October 21, 2013 from http://www.edutopia.org/knowledge-in-action-PBL-research
The title of this article sparked my interest as I was browsing new posts on my computer this morning.
Being a teacher in a community college dental hygiene program, my focus is as much on teaching theory as it is on teaching technical skills. The words "knowledge in action" ran true to my overall goal of educating dental hygiene students, so I decided to read on.
What I learned in this article is that, currently, research is being conducted to determine the efficacy of programs that involve what is referred to as "project-based learning" or PBL. According to the Edutopia Staff, programs that are based on PBL focus on giving students a chance to not only show what they know on paper, in the form of tests and essays, but also demonstrate their knowledge through doing something innovative with their gained knowledge. In other words, PBL is experiential and gives the students a taste of the real-world.
Although this article focused on research conducted on Advanced Placement students in the high school setting. I found this information to be applicable to my career setting in higher education as well. To me, the importance of implementing problem-based leaning in dental hygiene is paramount. My students will not be successful in the work place if they only know about dental deposits and not how to remove them. Similarly, they will not be effective patient educators if they only know how to remove the deposits and not how to avoid their accumulation.
It is my feeling that in virtually any educational setting the teacher should strive to create authentic tasks for students to demonstrate their knowledge. This ensures that the students have to move past the rote learning stages and understand how their knowledge can be applied. Application also allows students to see why learning something is necessary or important in the larger scheme of things.
It will be interesting to see what the results of this research initiative actually unveil. I will be following up on this topic in the future.
Article Citation:
Edutopia Staff. (2013, October 17). Knowledge in Action Research Helping to Make the Case for Rigorous Project-based Learning. www.edutopia.org. Retrieved October 21, 2013 from http://www.edutopia.org/knowledge-in-action-PBL-research
Subscribe to:
Comments (Atom)