"What Teaching Teaches the Teacher"
Edutopia guest blogger Todd Sentell wrote an interesting entry on October 16th that I could really relate to. His post was titled "What Teaching Teaches the Teacher" and it is a personal account of his experiences as special education teacher. Now I have only been in the role of an educator for less than 2 years, but I have already learned so much more about my profession and my students in this amount of time.
Sentell notes that he has learned that "students that know as much as you do about the subject really keep you sharp." I can relate to this because several of my dental hygiene students have dental assisting or general dental practice experience and prior knowledge about a topic. These students ask very specific questions and make sure I know my stuff. He also notes how important saying "I'm proud of you" is. I am a strong believer in positive reinforcement and acknowledgement of effort. Many of my students are busy adults with a lot of different responsibilities to manage, with school being only one of them. I try to encourage them and tell them when they do something right because I feel it gives them strength to keep going. The last point that Sentell makes also rang true to me. He speaks about reflection on our teaching practices and mentions the benefit of thinking over what you did that day in the classroom and pondering the difficulties as well as the triumphs. I do this everyday and it helps me to plan for the next day, or year, and reminds me why I do the job that I do.
Bottom line, I feel that it is important for teachers to remember that we are learners as well!
References: Sentell, T. (2013, October 16). What Teaching Teaches the Teacher. Retrieved from: http://www.edutopia.org/blog/what-teaching-teaches-the-teacher-todd-sentell
Monday, November 11, 2013
Sunday, November 10, 2013
Response to Chapters 5 and 8 in the Text
Chapter 5 in Richardson's book "Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms" addresses the use of RSS feeds in the educational context. The subtitle of this chapter is "The New Killer App for Educators" and I would have to agree. Before this class, I had never used an RSS feed reader, but it really is pretty cool. I like that it saves time because you don't have to visit each webpage independently. I can quickly click on articles that I want to read or I can "mark as read" things that I am not interested in reading.
I can see that utilizing RSS feeds as an educator will help me be more time efficient, but I learned that application has benefits for students as well. Richardson points out that even if students are not using weblogs they can still set up an RSS feed reader to keep up to date on "current events and even topic-specific research" (p. 78). I am interested in having my students set up a Feedly account to stay up to date with dental articles. In their second year of dental hygiene education, the students are required to start consuming evidence-based research in the medical/ dental field and must write abstracts of what they learned. This is to prepare them for continuing education requirements once they have their RDH license. I think that using an RSS feed reader would be an ideal way to accomplish this.
In chapter 8 I was introduced to podcasting. I was relieved to read that Richardson explains that, in reference to podcasts, that "this is not the highly polished, professional radio you might be used to" (p. 113). I am self-conscious about recording my voice as a podcast for students, but I guess if it is understood that there will be some stumbling of words or "ums" included, then I won't be as nervous when I go to make mine.
References: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
I can see that utilizing RSS feeds as an educator will help me be more time efficient, but I learned that application has benefits for students as well. Richardson points out that even if students are not using weblogs they can still set up an RSS feed reader to keep up to date on "current events and even topic-specific research" (p. 78). I am interested in having my students set up a Feedly account to stay up to date with dental articles. In their second year of dental hygiene education, the students are required to start consuming evidence-based research in the medical/ dental field and must write abstracts of what they learned. This is to prepare them for continuing education requirements once they have their RDH license. I think that using an RSS feed reader would be an ideal way to accomplish this.
In chapter 8 I was introduced to podcasting. I was relieved to read that Richardson explains that, in reference to podcasts, that "this is not the highly polished, professional radio you might be used to" (p. 113). I am self-conscious about recording my voice as a podcast for students, but I guess if it is understood that there will be some stumbling of words or "ums" included, then I won't be as nervous when I go to make mine.
References: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
Thursday, November 7, 2013
Reaction to "Teaching Your Students How to Have a Conversation"
"Teaching Your Students How to Have a Conversation"
I found this Edutopia article written by Dr. Mendler to be applicable to the Patient Management dental hygiene course that I teach. In this course we focus on effective interpersonal communication techniques. In his blog, Dr. Mendler notes that some students don't know how to carry on a conversation and through my observation of students or from reviewing their appointment taping with clients, I have found that statement to be true as well.
Dr. Mendler gives 8 tips for speaking and listening that I wish to share with my class. The ones that I especially liked are to ask open ended questions, make eye contact, and encourage turn taking. Asking open ended questions will get the patient talking and then the student hygienist will be able to gain a clear understanding of the patient's concerns that they have. Some students talk to their patients while they are filling out paperwork or doing some other task, which does not give the patient the impression that the student truly cares or is listening to what they say. In addition, some students get so excited to share information with the patient that they forget to let the patient interject questions when they have them.
Another tip that Dr. Mendler shares, that I plan to personally demonstrate with my class is the first tip, Model a Good Conversation. It is my job to model behavior that I want my students to demonstrate and effective communication is key. We do role playing in this class so this is a good time for me to demonstrate effective patient communication for my students.
References: Mendler, A. (2013, November 5). Teaching your students how to have a conversation. Retrieved from: http://www.edutopia.org/blog/teaching-your-students-conversation-allen-mendler
I found this Edutopia article written by Dr. Mendler to be applicable to the Patient Management dental hygiene course that I teach. In this course we focus on effective interpersonal communication techniques. In his blog, Dr. Mendler notes that some students don't know how to carry on a conversation and through my observation of students or from reviewing their appointment taping with clients, I have found that statement to be true as well.
Dr. Mendler gives 8 tips for speaking and listening that I wish to share with my class. The ones that I especially liked are to ask open ended questions, make eye contact, and encourage turn taking. Asking open ended questions will get the patient talking and then the student hygienist will be able to gain a clear understanding of the patient's concerns that they have. Some students talk to their patients while they are filling out paperwork or doing some other task, which does not give the patient the impression that the student truly cares or is listening to what they say. In addition, some students get so excited to share information with the patient that they forget to let the patient interject questions when they have them.
Another tip that Dr. Mendler shares, that I plan to personally demonstrate with my class is the first tip, Model a Good Conversation. It is my job to model behavior that I want my students to demonstrate and effective communication is key. We do role playing in this class so this is a good time for me to demonstrate effective patient communication for my students.
References: Mendler, A. (2013, November 5). Teaching your students how to have a conversation. Retrieved from: http://www.edutopia.org/blog/teaching-your-students-conversation-allen-mendler
Tuesday, November 5, 2013
Reaction to Chapters 4 and 7
Chapter 4 in "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms" addresses the uses of wikis in the educational setting. Richardson explains that wikis are a unique way for people to work together and share information. I think that if I were to use a wiki in my classroom, I would use it similarly to how we are using wikis in this course. I think that it would be best for me to set up a "group wiki" where my students could work collaboratively on projects and share ideas. With the maturity level of my students (college age) and their knowledge of technology, incorporating wiki into my classrooms would not be that difficult.
In Chapter 7 I learned more about Flickr. I really love taking pictures and looking at pictures, so this chapter was especially interesting to me. I have only used Flickr a little bit in my teaching to find pictures for my Oral Pathology course, but I plan to start using it more. What I didn't know was about the annotation feature on Flickr. I can think of several ways that I could use this feature to explain part of a diagram. Richardson suggests that an option for use in the classroom would be to have the students annotate a picture themselves as a form of assessment. I think this would be a fun activity compared to the boring, old "label the diagram" assignment with paper and pencil that I so often use.
References: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
In Chapter 7 I learned more about Flickr. I really love taking pictures and looking at pictures, so this chapter was especially interesting to me. I have only used Flickr a little bit in my teaching to find pictures for my Oral Pathology course, but I plan to start using it more. What I didn't know was about the annotation feature on Flickr. I can think of several ways that I could use this feature to explain part of a diagram. Richardson suggests that an option for use in the classroom would be to have the students annotate a picture themselves as a form of assessment. I think this would be a fun activity compared to the boring, old "label the diagram" assignment with paper and pencil that I so often use.
References: Richardson, W. (2010) Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, California: Corwin
Tuesday, October 29, 2013
Reaction to "Strategic Modeling: Balancing Structure with Choice" by Joshua Block
"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
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
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.
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