Video Sharing and Constructivism
I think video sharing is a great tool to use in a constructivist classroom. Websites like You Tube and Flicker give students the opportunity to post and comment on different media. As a teacher I have the option to pick and choose certain videos or images to have students look at. After students look at the media they can post comments or write reflections about what they thought and learned about. The students can also see what other classmates wrote about and make comments as well. These sites can make for a great class discussion at school. I think it is amazing how easy it is to share media on the internet for educational purposes.
Monday, April 27, 2009
Reflection Journal 10
E-Portfolios
When I was getting ready to graduate from college my degree program started using e-folios instead of the old tradition portfoilio. This was a relief for me because I am not the most organized person in the world. The e-folio was a great change for me because I was able to scan my work on the computer and not worry about losing the my work sample afterwords. I think the e-polio is a wonderful creation great for teachers and students alike. I think it is great for teachers to see students progress but students can use their portfolio as a motivating skill as well.
The e-folio has many different purposes. It can be used to store written work, art, reflections, tests, and much more. I hope more teachers will start storing student work through this program. It is much easier to look at student work . There is also a lot less paperwork to go through.
When I was getting ready to graduate from college my degree program started using e-folios instead of the old tradition portfoilio. This was a relief for me because I am not the most organized person in the world. The e-folio was a great change for me because I was able to scan my work on the computer and not worry about losing the my work sample afterwords. I think the e-polio is a wonderful creation great for teachers and students alike. I think it is great for teachers to see students progress but students can use their portfolio as a motivating skill as well.
The e-folio has many different purposes. It can be used to store written work, art, reflections, tests, and much more. I hope more teachers will start storing student work through this program. It is much easier to look at student work . There is also a lot less paperwork to go through.
Sunday, April 19, 2009
Resource Logs 44-54
Authentic Learning & Instruction
44. Cavanagh, S. (2004, April 28). Survey: Teachers support real-world learning. Education Week, 23(33), 17-17. Retrieved February 25, 2009, from Academic Search Premier database.
45. Educational Broadcasting Corporation. (2004). Workshop: Constructivism as a paradigm for teaching and learning. Retrieved February 3, 2009, from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.html
46. Experiential Learning. (n. d.). In Encarta Dictionary Online. Retrieved February 25, 2009, from http://encarta.msn.com/encnet/features/dictionary/dictioaryhome.aspx.
47. Herrington, J., & Kervin, L. (2007, September). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. Retrieved February 24, 2009, doi:10.1080/09523980701491666
48. Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist Learning Environments.
49. Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc
50. Mims, C. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal, 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
51. National Geographic Society (2009). Forces of Nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
52. North Dakota Teaching with Technology (TWT) Initiative. (2003). Authentic learning. Retrieved from http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm
53. Rule, A.C. (2006, August). Editorial: The components of authentic learning. Journal of Authentic
Learning, 3(1), 1-10. Retrieved from Directory of Open Access Journals database.
54. Zaulkernan, I.A. (2004, May). Towards a framework for developing authentic constructivist learning environments in semantically rich domains. Knowledge Platform. Retrieved from http://www.knowledgeplatform.com/Content/Pdfs/constructivist_semantically_rich_domains.pdf
44. Cavanagh, S. (2004, April 28). Survey: Teachers support real-world learning. Education Week, 23(33), 17-17. Retrieved February 25, 2009, from Academic Search Premier database.
45. Educational Broadcasting Corporation. (2004). Workshop: Constructivism as a paradigm for teaching and learning. Retrieved February 3, 2009, from http://www.thirteen.org/edonline/concept2class/constructivism/index_sub4.html
46. Experiential Learning. (n. d.). In Encarta Dictionary Online. Retrieved February 25, 2009, from http://encarta.msn.com/encnet/features/dictionary/dictioaryhome.aspx.
47. Herrington, J., & Kervin, L. (2007, September). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219-236. Retrieved February 24, 2009, doi:10.1080/09523980701491666
48. Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist Learning Environments.
49. Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River: Pearson Education, Inc
50. Mims, C. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal, 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
51. National Geographic Society (2009). Forces of Nature. Retrieved February 25, 2009 from, http://www.nationalgeographic.com/forcesofnature/interactive/index.html?section=t
52. North Dakota Teaching with Technology (TWT) Initiative. (2003). Authentic learning. Retrieved from http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm
53. Rule, A.C. (2006, August). Editorial: The components of authentic learning. Journal of Authentic
Learning, 3(1), 1-10. Retrieved from Directory of Open Access Journals database.
54. Zaulkernan, I.A. (2004, May). Towards a framework for developing authentic constructivist learning environments in semantically rich domains. Knowledge Platform. Retrieved from http://www.knowledgeplatform.com/Content/Pdfs/constructivist_semantically_rich_domains.pdf
Resource Logs 34-43
All of these resources support ways to assess student work in a constructivist classroom.
34.University of Saskatchewan College of Education. (1995). Evaluation of Constructivist Learning. Retrieved March 10, 2009, from http://www.usask.ca/education/coursework/802papers/Skaalid/eval.html.
35. Constructivist Teaching Methods. (n.d.) Retrieved on March 8, 2009 from The Psychology Wiki: http://psychology.wikia.com/wiki/Constructivist_teaching_methods#Constructivist_assessment
36. Gallager, C. (2009). Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska. Theory into Practice, (48) 1, 81-88. Retrieved on March 17, 2009 from ERIC database. DOI: 10.1080/00405840802577676.
37. Holt, D. G. & Willard-Holt, C. (2000). "Let's get real – students solving authentic corporate problems". Phi Delta Kappan 82 (3).
38. Miami Museum of Science. (2001.) Constructivism and the Five E's. Retrieved on March 14, 2009 from http://www.miamisci.org/ph/lpintro5e.html
39. North Central Regional Educational Laboratory. (1993). Assessment in a Constructivist Classroom. Retrieved March 10, 2009, from Learning Point Associates Web site: http://www.ncrel.org/sdrs?areas/issues/methods/assment/as7const.htm
40 Ohlsen, M.T. (2007). Classroom Assessment Practices of Secondary School Members of NCTM. American Secondary Education, (36) 1, 4-14. Retrieved on March 24, 2009 from ERIC database.
41. Price, M., O'Donovan, B., Rust, C. (2007). Putting a Social-Constructivist Assessment Process Model into Practice: Building the Feedback Loop into the Assessment Process through Peer Review. Innovations in Education & Teaching International, v44 n2.Retrieved from ERIC on March 17, 2009.
42. Reeves, T.C. & Okey J.R. (2004). Alternative Assessments for Constructivist Learning Environments. In Constructivist Learning Environments: Cases in Instructional Design. Brent G. Wilson (ed.). Forward by: David N. Perkins. Educational Technology Publications: Englewood Cliffs New Jersey. Retrieved March 15, 2009 from https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit4/PDF/reeves.pdf.
43. Skaalid, B. (n.d.) Evaluation of Constructivism Learning. Retrieved on March 6, 2009 from http://www.usask.ca/education/coursework/802papers/Skaalid/eval.html (originally from "The Impact of Constructivism (and Postmodernism) on ID Fundamentals". Wilson, Teslow, & Osman-Jouchoux).
34.University of Saskatchewan College of Education. (1995). Evaluation of Constructivist Learning. Retrieved March 10, 2009, from http://www.usask.ca/education/coursework/802papers/Skaalid/eval.html.
35. Constructivist Teaching Methods. (n.d.) Retrieved on March 8, 2009 from The Psychology Wiki: http://psychology.wikia.com/wiki/Constructivist_teaching_methods#Constructivist_assessment
36. Gallager, C. (2009). Kairos and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska. Theory into Practice, (48) 1, 81-88. Retrieved on March 17, 2009 from ERIC database. DOI: 10.1080/00405840802577676.
37. Holt, D. G. & Willard-Holt, C. (2000). "Let's get real – students solving authentic corporate problems". Phi Delta Kappan 82 (3).
38. Miami Museum of Science. (2001.) Constructivism and the Five E's. Retrieved on March 14, 2009 from http://www.miamisci.org/ph/lpintro5e.html
39. North Central Regional Educational Laboratory. (1993). Assessment in a Constructivist Classroom. Retrieved March 10, 2009, from Learning Point Associates Web site: http://www.ncrel.org/sdrs?areas/issues/methods/assment/as7const.htm
40 Ohlsen, M.T. (2007). Classroom Assessment Practices of Secondary School Members of NCTM. American Secondary Education, (36) 1, 4-14. Retrieved on March 24, 2009 from ERIC database.
41. Price, M., O'Donovan, B., Rust, C. (2007). Putting a Social-Constructivist Assessment Process Model into Practice: Building the Feedback Loop into the Assessment Process through Peer Review. Innovations in Education & Teaching International, v44 n2.Retrieved from ERIC on March 17, 2009.
42. Reeves, T.C. & Okey J.R. (2004). Alternative Assessments for Constructivist Learning Environments. In Constructivist Learning Environments: Cases in Instructional Design. Brent G. Wilson (ed.). Forward by: David N. Perkins. Educational Technology Publications: Englewood Cliffs New Jersey. Retrieved March 15, 2009 from https://www.fdi.vt.edu/summer/2004/Content/TrackG/Unit4/PDF/reeves.pdf.
43. Skaalid, B. (n.d.) Evaluation of Constructivism Learning. Retrieved on March 6, 2009 from http://www.usask.ca/education/coursework/802papers/Skaalid/eval.html (originally from "The Impact of Constructivism (and Postmodernism) on ID Fundamentals". Wilson, Teslow, & Osman-Jouchoux).
Reflection Journal 9
Blogs for Journaling and More!!
This week I wrote my wiki text for class on how Blogging is an excellent way to journal for personal knowledge construction. Blogging is a great newer technology that enables educators to expand learning by the use of blogs. Originally Blogs were used to tract the pages on the World Wide Web but today they are used for every topic imaginable.
As an educator today many teachers are turning to Blogs for classroom discussions , journaling, responses to images and much more. This type of writing is giving students an wonderful opportunity to improve not only writing skills but high level thinking.
Blogging is a great addition to the concept of constructivism. Students can organize group work and write and respond back and forth on the internet through the use of blogs. I am a big fan and hope more teacher start to implement the use of blogs in the classroom.
This week I wrote my wiki text for class on how Blogging is an excellent way to journal for personal knowledge construction. Blogging is a great newer technology that enables educators to expand learning by the use of blogs. Originally Blogs were used to tract the pages on the World Wide Web but today they are used for every topic imaginable.
As an educator today many teachers are turning to Blogs for classroom discussions , journaling, responses to images and much more. This type of writing is giving students an wonderful opportunity to improve not only writing skills but high level thinking.
Blogging is a great addition to the concept of constructivism. Students can organize group work and write and respond back and forth on the internet through the use of blogs. I am a big fan and hope more teacher start to implement the use of blogs in the classroom.
Resource Logs 27-32
All websites below offer good information on why Blogging is a great tool for teachers to use in a Constructivist classroom
27. Uses of Blogs in Education
Downes, S. (n.d.). Uses of Blogs in Education. Retrieved April 15, 2009, from Educational Blogging Web site: http://www.pembinatrails.ca/program/technology/uses_of_blogs_in_education.htm
28.Constructivism as a Paradim for Teaching and Learning
Educational Broadcasting Corporation. (2004). Constructivism as a Paradigm forTeaching and Learning. Retrieved April 15, 2009, from http://www.thirteen.org/edonline/concept2class/ constructivism/explor_sub5.html
29. Blogging? It's Elementary, My Dear Watson!
Jackson, L. (2005, April 13). Blogging? It's Elementary,My Dear Watson! . Retrieved April 15, 2009, from Educational World Web site: http://www.education-world.com/a_tech/tech/tech217.shtml
30. Languages for Social Cohesion
Languages for Social Cohesion. (n.d.). A peer-to-peer collaborative writing platform for language learning. In Web Journals in Language Education . Retrieved April 15, 2009, from http://www.ecml.at/mtp2/Blogs/html/BLOGS_E_pdesc.htm
31. Blogging in Online Education
Leslie, S. (2005, January 27). Blogging in Online Education: . Retrieved April 15, 2009, from http://www.slideshare.net/sleslie/using-blogs-in-online-education
32. Blogging and Journaling are the same but differnet
Technical Committee on Learning Technology. (2006, October). Blogging and Journaling are the same, but different. Learning Technology, 8 4(4). Retrieved April 14, 2009, from IEEE Computer Society Web site: http://lttf.ieee.org/learn_tech/issues/october2006/index.html#_Toc148658498
33.Introduction to Blogging!
Word Press Organization. (n.d.). Introduction to Blogging. Retrieved April 15, 2009, from Codex Website: http://codex.wordpress.org/Introduction_to_Blogging
27. Uses of Blogs in Education
Downes, S. (n.d.). Uses of Blogs in Education. Retrieved April 15, 2009, from Educational Blogging Web site: http://www.pembinatrails.ca/program/technology/uses_of_blogs_in_education.htm
28.Constructivism as a Paradim for Teaching and Learning
Educational Broadcasting Corporation. (2004). Constructivism as a Paradigm forTeaching and Learning. Retrieved April 15, 2009, from http://www.thirteen.org/edonline/concept2class/ constructivism/explor_sub5.html
29. Blogging? It's Elementary, My Dear Watson!
Jackson, L. (2005, April 13). Blogging? It's Elementary,My Dear Watson! . Retrieved April 15, 2009, from Educational World Web site: http://www.education-world.com/a_tech/tech/tech217.shtml
30. Languages for Social Cohesion
Languages for Social Cohesion. (n.d.). A peer-to-peer collaborative writing platform for language learning. In Web Journals in Language Education . Retrieved April 15, 2009, from http://www.ecml.at/mtp2/Blogs/html/BLOGS_E_pdesc.htm
31. Blogging in Online Education
Leslie, S. (2005, January 27). Blogging in Online Education: . Retrieved April 15, 2009, from http://www.slideshare.net/sleslie/using-blogs-in-online-education
32. Blogging and Journaling are the same but differnet
Technical Committee on Learning Technology. (2006, October). Blogging and Journaling are the same, but different. Learning Technology, 8 4(4). Retrieved April 14, 2009, from IEEE Computer Society Web site: http://lttf.ieee.org/learn_tech/issues/october2006/index.html#_Toc148658498
33.Introduction to Blogging!
Word Press Organization. (n.d.). Introduction to Blogging. Retrieved April 15, 2009, from Codex Website: http://codex.wordpress.org/Introduction_to_Blogging
Tuesday, March 10, 2009
Reflection Journal 8
What are the five E's in Constructivism
This week I am researching how to evaluate or assess the learning in a constructivist classroom. Once source I ran across has some really good information on how to assess this type of learning. The Miami Museum of Science published a webpage called "Constructivism and the five E's." The E's consists of engaging, explore, explain, elaborate, and evaluate. Each E is a different stage. The first E engage is the part of learning where the student identifies past learning and makes connections present learning objectives. The second E explore is done by getting students to participate in hands on learning. Students may do this stage in small groups of teams. The third E explain is when students develop their ideas based on the learning experiences done while they were exploring. The fourth E elaborate means the students will expand what they have learned and try to apply it to real world experiences. The final E evaluate is done when students fill out their own assessments over what they learned from a particular lesson. Teachers will also conduct an assessment such as a rubric or a checklist to determine the students learning.
After reading about the five E's I realized this method is something we are taught in school on how to really help students learn the curriculum. Even though constructivism seemed like a new subject to me i am starting to realize how close to my classroom it is. I use the five E's when teaching many of my classroom objectives.
This week I am researching how to evaluate or assess the learning in a constructivist classroom. Once source I ran across has some really good information on how to assess this type of learning. The Miami Museum of Science published a webpage called "Constructivism and the five E's." The E's consists of engaging, explore, explain, elaborate, and evaluate. Each E is a different stage. The first E engage is the part of learning where the student identifies past learning and makes connections present learning objectives. The second E explore is done by getting students to participate in hands on learning. Students may do this stage in small groups of teams. The third E explain is when students develop their ideas based on the learning experiences done while they were exploring. The fourth E elaborate means the students will expand what they have learned and try to apply it to real world experiences. The final E evaluate is done when students fill out their own assessments over what they learned from a particular lesson. Teachers will also conduct an assessment such as a rubric or a checklist to determine the students learning.
After reading about the five E's I realized this method is something we are taught in school on how to really help students learn the curriculum. Even though constructivism seemed like a new subject to me i am starting to realize how close to my classroom it is. I use the five E's when teaching many of my classroom objectives.
Subscribe to:
Posts (Atom)