Instructional Video for Using Pixlr.com.

An article I recently read by Suzie Boss entitled, “Teaching with Visuals:  Students Respond to Images” (available at http://www.edutopia.org/visuals-math-curriculum) is dated 2008, but it shows an example of how the next generation of students require a different kind of learning environment.  Students need to be able to interact with their curriculum material differently than the standard textbook style instruction of the past. 

Students are living in an increasingly visual world.  They have a large variety of digital media available to them at a very early age. I know of four year olds who can manipulate smartphones better than their parents.  Since this article was written, the types of technology available to both students and teachers has grown dramatically.  The role of the teacher is quickly changing from being the “expert” to the “facilitator” of knowledge, helping students learn how to use the many resources available to them to obtain and share their knowledge (thus interacting with many other experts as well as becoming the “experts” themselves).  Most of these resources are visual.   

I believe students no longer have the attention span to solely read information from a book or have facts dictated to them from a teacher at the front of the class.  Students need more!  They need to interact with the information, see, read from digital screens, and visualize what they are learning and then be allowed to create newly synthesized projects demonstrating their learning as well.  The visual products of cut and paste collages have past, for example.  Now there are countless software and freeware programs available for digitizing visual representations and manipulating images through the computer and even smartphones and other devices such as iPads.   

There are many styles of learning, and visual learning is just one of them.  But within the realms of such visual projects as podcasts, blogs, and the like, audio, visual, literary, as well as kinesthetic interactions can all be intertwined into one style of instruction, or educational project. 

The days of high quality visual instruction have arrived, and I believe are here to stay.  Visual representations of information provide access to information to not just the visual learners, but as mentioned earlier, to nearly every type of learner depending on the media utilized.  It can clarify concepts quickly, provide access to information previously inaccessible, and provide information quicker and more succinctly than can using antiquated methods.  As the old adage states, “a picture is worth a thousand words.” 

Manipulated Digital Image

                                                                                             Original Image Source:  Mycomicshop.com

One of my favorite memories as a child is watching the movie "Mary Poppins" and enjoying the whimsical music.  One of my favorite songs is, "I Love to Laugh."  As an adult the bags I carry have been equated to Mary Poppins' carpet bag.  It makes me very happy to have what others may need, and subsequently I have an endless supply of travel-sized items.  If you need a first aid kit, sewing kit, screw-driver, or tape, chances are I have it.  I may not have a full sized lamp in my bag, but I do have a kitchen sink (keychain that is).

TEDxPhilly – Chris Lehmann - http://bit.ly/LsLWcU Reaction

I am becoming more aware of the impact that Chris Lehmann has made on the field of education; not only as a teacher and principal, but as an educational reformist.  His ideas are simple, yet profound:  Make learning fun, make it meaningful, and make it about the students.  The skills the students will need out in the world now, outside of the classroom, are not the skills that have been taught in the past.

Mr. Lehmann's public speaking abilities allow him to energize current teachers to transform their classroom instruction and to rethink the skills they are teaching their students.  He energizes you with his transformative ideas, he makes you see more clearly what you were already thinking, but maybe afraid to say out loud – the current system of education IS NOT WORKING.  The needs of our students are changing and we have to change the educational system for our kids to be successful.

His name is being discussed in pre-service teacher classrooms, amongst practicing teachers, in blogs, on Twitter, and via podcastes.  He is everywhere.  His ideas are being shared and discussed and the change is being made.  

Within this specific podcast of his, what struck me the most was when he shared what teachers should be saying instead of “You are learning this because you might need it someday.”  He said, they should be telling students, “THE LIVES YOU LEAD MATTER NOW!” 

Wow – that’s a major shift.  How empowering that simple statement is.  In one sentence he is  changing the way teachers view students, students view themselves, and together, how they view the world.  Personally, if I had heard that statement regularly while growing up, I wouldn’t be a 35-year old woman still trying to “learn how” to make a difference.  I would have been making a difference doing what I love all these years. 

I have personally felt like I wasn’t ready, that I had more to learn, that I wasn’t one of the “experts” yet so my opinion didn’t “qualify” as important.  I could hear my inner critic asking, "Who am I to talk about an educational topic, I am not yet a teacher?"  "Who am I to talk about theory; I do not have a PhD?"  When I was raised there were the adults, the experts, and then the children, the recipients of knowledge.  We were just supposed to sit there passively and listen to the adults. 

But now the shift is to show the students that they are the creators of knowledge.  They are the ones who can make a difference – right now- right where they are – and with the tools they are using on a daily basis already.  How amazing!

By teaching students that THEY ARE the experts already and by teaching them how to use the tools and resources they are already using, such as social media, their voice can be heard and they can make a difference in the world.  What they have to say matters!  We have to help the see that their perspective is valid and what they are seeing and learning should be shared beyond the student/teacher relationship.  If we provide this opportunity for our students, we as the adults will be amazed at what the students can create. 

We have to remember that students respond best to students (their peers).  So why not empower them within the classroom and beyond to express themselves, their ideas, and to acquire the skills to use the tools available to collaborate with others?  The way we learn best is by teaching, so why not let them teach each other through meaningful, purposeful, engaging, and problem-solving projects. 

The field of education is changing.  We are no longer the “experts” as teachers.  We need to teach students how to use the tools around them to research, thinking critically, analyze, evaluate, synthesize, produce, share, collaborate, and problem-solve.  As Mr. Lehmann put it, we need to “teach students how to learn” rather than what to learn. Then show them how to use that knowledge to communicate and make a difference NOW!

Project Based Learning (PBL) Article Reaction

The PBL article I chose to read was entitled, “Students Thrive on cooperation and Problem Solving” by Bob Pearlman.

Mr. Pearlman explained that Project Based Learning (PBL) provides skills that students will need outside of the classroom to survive in their ever-changing world; skills such as critical thinking, problem solving, effective communication, life-long learning, responsibility, self-management, teamwork, and 21^st Century technological literacy. 

He goes on to say that PBL is not a one-time activity worked into a lesson.  Instead he explained that real PBL is “deep, rigorous, complex, and integrated” projects that can take anywhere from three to eight weeks to complete.  During the process students are supported and measured against benchmarks or stages of completion prior to completion of the final product.  And that the focus is not just on the product, but the process of reaching that goal as well. 

PBLs allow for active learning, purposeful learning, and utilization of the important skills of critical thinking, collaboration, and communication.  These types of activities or projects go beyond gaining knowledge and memorizing facts.  As mentioned with PBLs, higher order of thinking are involved, such as synthesizing and evaluation.  This is the purpose of true PBL. 

I agree whole-heartedly.  I can see how, although as a teacher the work to coordinate and choreograph such projects is time-consuming, the reward is more than worth it – true student-based, transformative learning.    

Response to the questions, "Can podcasts enhance/support your classroom instruction?
What are the benefits and barriers?”

The more I am learning about podcasts, the more I’m seeing the possibilities, especially within classroom instruction.  Some of the benefits of podcasts include their ability to engage students in accessing more information, their ability to provide a creative outlet for expressing newly gained knowledge, and their ease for being shared. 

Podcasts provide information access via computers, smartphones, and other digital devices, such as iPads and iPods.  This means that students can watch and or listen to podcasts in almost any venue and use devices with which they are comfortable.  And because of the variety of information available, the discovery of podcasts can be a personal one.  These factors increase the likelihood that the information will be retained. 

Within classrooms where students are encouraged to creatively express their learning, podcasts is a useful tool.  It gives students a variety of options for showing what they know in audio, video, or a combination of ways.  This allows for diversification of process and product. 

And lastly, another benefit is their ability to be shared.  This way not only are the students and teachers benefitting, but podcasts can be shared with the rest of the class, with the school, and even over the internet open for the world to benefit. 

These are just a few of the benefits of podcasts.  However, with all technology there are the issues that might create barriers – such as technology access, costs, and time for the teacher to learn the technology to know how to adapt their curriculum to appropriately implement this tool for purposeful incorporation.  There may also be privacy issues. 

Teachers need to fully understand and be able to manipulate the technology in order to effectively incorporate the right use of it with his/her students ensuring it is not a “novelty” or “one-time-use” activity.  They also need to ensure that the purpose of the activity is meaningful and not just a time-filler. 

As with other classroom resources, one tool doesn’t always work for all students. Some students may not prefer this method of sharing what they know and instead may prefer traditional methods.  Likewise, some parents may not wish their child’s podcast create to be shared on the public internet; but prefer it stays within the privacy of the classroom.  Teachers need to understand how to limit the access to how podcasts are shared.  These are some of the reasons podcasts can be a great tool, but the tools must be utilized and tailored to the individual students. 

EdReach Podcast Summary

The podcast I chose to watch was “Mobile Reach #34 – Back from EdCamp,” hosted by Chad Kafka and posted on 5/25/12. 

During this podcast, which was only audio there were several sections, including mobile learning, mobile news, and online app reviews.  Although I prefer video and audio podcasts, I can see how audio only provides opportunities to subscribing and listening regularly to podcasted shows while commuting or exercising for example where the distraction of videos would not be a benefit. 

I appreciated the discussion about how teachers can make cell phones work in the classrooms and the pros and cons that decision.  Also, it was mentioned that the decision to not allow devices into the classroom gives a message that maybe the students are trusted with them, that technology is for adults and not for children, or other negative messages.  By allowing devices, it may take a choreographed process for the teachers, but ultimately it provides positive access for the students, especially if modeled appropriately by the teachers. 

Other specific uses of technology and digital devices shared during this podcast could be polling, sending test reminders, and teaching overall “digital citizenship.” 

Some of the applications and programs shared were voicethreads, Prezi, PowerPoint, podcasts, Flickr, Geoboards, Qwiki, Audioboo, Audacity and chrome.  I greatly appreciated the discussion about the free Geoboard and Qwiki apps.  While they were being discussed, I was able to download them onto my iPhone and start exploring them.  A fan of tangible Geobards I thorough enjoyed having access to this activity without having to carry rubber-bands.  This is also a great idea for the classroom as the logistics of dealing with the inevitably flung rubber bands is no longer an issue.  Plus students can extend their enjoyment of the activity outside of the classroom as the app is free (if they have a digital device however.  Although, it was mentioned that some schools have iPods that could be checked out of the library; what a great idea!

Response to the question, “Are podcasts something you would consider for professional learning in the future?”

I have found the access to podcasts a fabulous find.  I respond well to the visual and audio perspective of this type of learning environment.  In addition, I appreciate being able to watch and learn in my living room, using my cell phone, or wherever I am with my laptop.  The versatility of being able to pause, play, rewind, or stop and come back at a later time are definitely appreciated. 

Podcasts provides flexible and personalized learning and I respond well to that.  In addition, the information is in shorter chunks rather than half day seminars of the past, so my ability to immediately access a larger variety in a shorter amount of time is great!  I find that when a topic, idea, link, or person of interest is shared among the blogging and tweeting realms, podcasts are great for immediately gaining access to quickly participate in sharing/discussion forums. 

I can see why more teachers are utilizing this technology with their students.  As life-long learners ourselves, why not incorporate the same useful and flexible tools with them?

Within the article, “Enhanced Podcasts:  A New Twist on an Old Tool” by Liz Kolb I was inspired with the ideas shared.  I never realized how easy or how useful accessing so much creativity into one project could be.  What I love about podcasts are the possibilities.  It seems that you have a variety of ideas whether video, audio, or a combination and how the items are uploaded (such as with PowerPoint programs). 

Their purposes can also quite dramatically.  I am truly excited by the various uses, such as piquing students’ interests about a new unit, reviewing material in a much more effective and adaptable way than worksheets, or teaching a new skill for “homework” so as to use class time instead for an activity using that skill. 

You can have a class collaboration to share ideas, assign or have students sign up for group projects, and then the end result could be a combined podcast posted for the school or the online world’s benefit. 

Enhanced podcasts can be fun, purposeful, educational, personalized, as well as encourage critical thinking, creative expression, and shared knowledge for the benefit of many!

Blog Response – “The Nuts & Bolts of 21st Century Teaching”

I found this blog post to be bursting with important ideas.  The old fashioned role of teacher as “information disseminator” must be replaced with the newer function of “facilitator of learning.” As referenced in Shelley Wright’s post, we need to provide our students with the “environment,” opportunity, and structure allowing them to become “creators” of knowledge and to learn the skills they need to navigate within their new world. 

The student’s role is also changing.  No longer should they be passive receivers of knowledge, but rather “discoverers of knowledge.”  Within the discussed project-based activities, students are provided the opportunities/framework they need and then they are encouraged to put in the leg-work needed to create a solution or end of unit (and often collaborative) project.  Such assignments provide opportunities for research, information categorizing and synthesis, and the building of important skills such as collaboration and problem-solving.  The students then become the “creators of their learning” by completing these inquiry-based projects together with their classmates.  By sharing the projects they ultimately become the teachers as well. 

This change in the dynamics of the classroom, models the shift in our society.  The way we are learning and using that knowledge has changed.  We are no longer passive receivers needing to go to a few select experts to obtain necessary information.  Now, with the incorporation of social media, and immediate information access, we can all be active participants in knowledge consumption application of that knowledge and “experts” in our own right with sharing and teaching that information.  We have truly become a society of “co-learners” as mentioned in the post, or as put another way, “global collaborators.”

As teachers, we need to help our students learn the strategies and skill sets they will need to navigate in this new world.  As Shelley referenced in her post, we have to show our students how but then let them do the rest for themselves.  In order for the students to become life-long, self-motivated learners, they need to feel confident and comfortable with applying their skills of problem-solving, creative, and critical-thinking, research, communication, collaboration, technology using skills.  They need to know how to be successful “creators” and “designers."  These skills discussed will carry them through their school as well as professional careers.  Helping students in this way allows them to take ownership and responsibility for their own learning.  It is this way that teachers can truly fulfill their new role of “facilitators of learning.”  It may not always be easy, and reflection, revision, and re-tooling is a vital part of the process, but the result can be magical. 

Standards of Learning – Ideas for the Focus of My ED 554 Unit Plan: 

The focus of my unit plan will be with 6^th grade students and the SOLs of World Geography listed below (as accessed from:  http://www.doe.virginia.gov/testing/sol/standards_docs/history_socialscience/next_version/stds_worldgeo.pdf).

1.      WG.1  The student will use maps, globes, satellite images, photographs, or diagrams to

1.      a)  obtain geographical information about the world’s countries, cities, and environments;

2.      b)  apply the concepts of location, scale, map projection, or orientation;

3.      c)  develop and refine mental maps of world regions;

4.      d)  create and compare political, physical, and thematic maps;

5.      e)  analyze and explain how different cultures use maps and other visual images to reflect their own interests and ambitions.

2.      WG.2  The student will analyze how selected physical and ecological processes shape the Earth’s surface by

1.      a)  identifying regional climatic patterns and weather phenomena and their effects on people and places;

2.      b)  describing how humans influence the environment and are influenced by it;

3.      c)  explaining how technology affects one’s ability to modify the environment and adapt to it. 

Adhering to the purpose of these standards and the focus of geography, the students will use a variety of technologies to gain the necessary knowledge and skills of how technologies gather information about the environment, how that information can be utilized allowing for a deeper understanding of the world, and how different cultures have adapted to or utilized or “modified” the environment for various purposes over time.    

Ideas for using these SOLs with the different learning styles (a.k.a. Howard Garner’s “Multiple Intelligences”) and Integrating the SOLs Across the Curriculum Include:

Math/Science – Weather measurements (such as barometric pressure). Use of Doppler radar images and accessing NOAA’s website to understand “weather phenomena.”   Activities could include hands-on measurements and incorporation of measurement tools, interactive use of technology, and tapping into real-time resources and creating resulting interpretations.  Elements of design, physics and engineering could also be tapped into when discussing hydroelectric power damns and uses of natural resources for manmade purposes.  This would provide learning opportunities for those who learn best kinesthetically as well as visually/spatially.

Math SOL 6.11 – “The student will identify the coordinates of a point in a coordinate plane and graph ordered pairs in a coordinate plane.” Ideas include tapping into visual and special learners again as well as the logical thinkers by graphing, charting, and other map making and map-reading activities.    

English – The students will gain the necessary skills of word origins and derivations, utilizing poetry, drawing conclusions, and comparing and contrasting by accomplishing such activities as locating and reading books/poems about weather conditions, folktales that center on weather or seasons, and learning about various cultures around the world and how they have adapted to the environment.  Analyzing of specific terminology used by cartographers could also be incorporated.  These activities would provide opportunities for those who are linguistic learners opportunities to utilize and showcase their strengths the way they are most comfortable.

Technology & Visual Arts – 2-D and 3-D mapping, interactive software, graphing, virtual field trips, Doplar radar research, NOAA website access.  By utilizing satellite images and other digital photography and technologies those who are technologically savvy or creative thinkers could feel most comfortable.  A sample assignment that could also incorporate the artistic learners could require the use of photographs taken by the students themselves of weather-related or environmental conditions and creating unique works of art.

I think these SOLS and their incorporation throughout the curriculum provide something for every learning style!

Blog Response

The blog that I chose to read was http://flipped-learning,com.  I chose this blog because during our ED 664 class discussion the concept of flipped classrooms was mentioned and it was the first I had heard about it.  The idea made a great deal of sense to me:  Have the homework be the lecture, or the content background gathering portion, and the valuable in-class time spent on putting the content to use in a practical, hands-on way.  I wanted to know more so I turned to this blog to investigate the topic further. 

Upon reading the posts, I found this idea to be even more practical within the UDL and differentiation teaching framework.  As teacher-student time is so vital, why waste it with a "one-size-doesn't-fit all" lecture.  By adapting the way content knowledge is disseminated (audio files, video podcasts, slide-shows, animated clips (as with the link I further investigated called TED-ED), the students are provided a variety of opportunities to gain the background material they need in a way that not only taps into their different learning styles, but allows for better interaction with the material (in ways they are most comfortable or able as well).  For example, the students could be watching or listening to their assignments in the bedroom with their laptops, be at the library using the computer there, using their smartphones while waiting for their parents or siblings somewhere, or even with a friend or at the skate park.  The possibilities are too numerous.

While completing one of our other ED 554 assignments of watching the "Digital Media: New Learners of the 21st Century" video, I realized I paused that video several times to digest important concepts, or I needed to rewind the video so I could adjust my notes.  I found I needed extra time to really process the information "my way."  By having that flexibility rather than watching the video in class, or having to lean over to a colleague to ask them to repeat something I missed, I was able to access the material the way I needed.  The result was that I digested the material better. 

I can see how the teaching strategy of a flipped-classroom makes sense, as it allows for different learning styles and creates a stronger learning environment for the students.  Extending the idea of differentiation further, such teaching subsequently allows the use of class time for working one-on-one with students (creating opportunities to work with those who need additional clarification), time to put the newly formed concepts to practice with hands-on activities, and providing opportunities for collaborative group work.  This also allows the teacher the necessary time and opportunities to conduct formative assessments.  By ensuring formative assessments are conducted, further adaptations and adjustments can be made ensuring the activities are providing the necessary learning for all students. 

I like the idea of student learning centers as a differentiation tool and by using homework time to gain the background content material, the classroom can be transformed into such an environment.  This one teaching idea opens the possibilities of true student-centered teaching.   I also appreciated this websites links and references to other resources such as TED-ED, the Kahn Academy, and http://flippedteach.wordpress.com.   I extended my learning to research these links as well and found even more stimulating ideas and reasons to incorporate this teaching strategy into my "teacher toolbox." 

Video Response - "Digital Media:  New Learners of the 21st Century"

This video (which can be found at:  http://www.pbs.org/programs/digital-media/) was dense with important concepts and stimulating ideas.  After watching the video, I spent some time reviewing the pbs.org website associated with this video as well and read comments that were posted and quotes re-iterated from the video participants.  I particularly related to the idea Christopher Lehman shared, ". . . We can stop being driven by fear.  We can start to understand that this is the world kids live in . . ."

I have not overcome my own fears of exposure and lack of privacy.  My interaction with Facebook so far has been to have access to my family member's photos (extended cousins and such) rather than to share my own life on the web.  I have very rarely shared my "feelings" or updated my "status" on Facebook and I have managed to avoid "Twittering" altogether.  In contrast, I see my younger brother (only 6 years younger mind you) live on his iPhone, Facebook, and other digital social networks.  He has sold his business products on Living Social and Amazon and the like.  His entire world is online and to disconnect him from those avenues would be the equivalent of "grounding me in my room without my landline phone" when I was little.  I would have been cut off from “my world.”  Today's world for young people is the digital world. 

Students are even more connected than my younger brother even.  The only world they have known has included the internet, cell phones, digital cameras, and now the world of Twitter and Groupon.  Email is even too slow for them now.   I heard it said that the youth only use email to connect to older people; to connect to their peers it is strictly via text messages and following each other on Twitter, and Facebook postings. 

So as teachers, we have to catch up and use this new world in our classrooms!  Not only to utilize the resources relatable to our students, but to help them learn how to utilize these available resources to learn and grow, not just socialize.  We have to show them how the material they need to learn is relevant to their lives and the only way to do that is to put that material into practice by using what they already use on a regular basis – technology. 

The comment mentioned in the video that the technology that will be available to them when they are our age hasn’t even been created yet.  So as a teacher, how do we best serve our students for a world we can't imagine?  We have to teach them the skillsets and strategies that transcend such things:  problem-solving, critical thinking, thinking outside the box, and so forth. 

We have to allow for the students to be the "creators" of knowledge because that is what is expected of them in the future.  The classroom has to transcend the traditional old-fashioned models of yesterday and start modeling the new digital world in which we are currently living.  By incorporating these new concepts and adjusting our teaching strategies we can still teach "the basics" as discussed in this video, but instead the basics are incorporated in new ways.  One example expressed was instead of a written research paper, the written assignments can become digital storyboard scripts, and the reading becomes part of the research in order to complete the digital project (such as reading the classic stories in order to create online graphic novels).  Math becomes “code writing” and social studies and history content is achieved via community based projects which incorporate GPS  software, smartphones, videos, and podcasts. 

The ideas expressed share a new level of education required for our students.  The incorporation of technology takes education to a new level, one that lends itself to better student adaptability, and stronger skill sets for the students.  Not to mention, it makes learning more fun!  If we don't make these changes as teachers to incorporate these resources into the everyday classroom environment  we will lose the opportunity to truly reach our students and teach them the skills they will need to succeed in their new world.  We will be doing them a great disservice!  We must adapt so that they can thrive!

Article Response

In reading the article, "Giving Reluctant Students a Voice" written by Reynold Redekopp and Elizabeth Bourbonniere, I saw a great deal of myself being described.  I related with the "level 3 rare discussion participators." Sometimes it takes time for responses to formulate in my head and by the time I am ready to share, either someone else has already shared a similar thought (a better thought) or the group has moved onto a different topic already.  I have noticed that I tend to feel the most comfortable expressing my ideas in written formats.  This article stimulated great ideas for encouraging “reluctant students” (like me) to speak up and share their ideas.  

 When the blog assignments mentioned in the article were conducted with the concept of privacy and anonymity, I again related to those relieved students who felt "safer" sharing their ideas in a public forum.  For myself, I was hesitant when informed one of our class assignments in ED 554 was to create a blog in which our fellow students would be able to access.  I could see that my same anxieties were building, hearing the voice in my head asking, “What if I say something stupid?”  “What if others think less of me because of my comments?”   “Is what I say even important?”  “I know nothing about how to do this.”  “What if I fail?”  Within this article, the authors tried to reduce the students’ anxieties by replacing names with numbers and instructing the students not to use others’ names within their comments.  This provided the safety of anonymity encouraging “reluctant participator” to express their thoughts without feeling personally judged.  I can relate to how that would encourage my participation as well. 

As a teacher, however, I need to understand and overcome these fears so that I can feel comfortable with the technology enough to know how to use it to provide positive learning experiences for my students, and then use my own experiences to design parameters for them and assist in their overcoming of their own fears and growing in their technological confidence as well.  In today’s society, students are already using these technologies to socialize.  This article presented great ideas on how to use those forums to stimulate classroom discussions and enhance and extend the learning experience . 

 The authors took the concept of "hearing their reluctant students" even further, by encouraging the students to interact with each other in a positive way,  By encouraging the students to read and respond to each other’s comments a rich dialogue was created.  Opportunities for discussion and debate and extended cooperative learning were also accomplished.  These types of online forums take the learning out of the classroom and into arenas where the students feel more inclined to interact.  Bravo!

 I am seeing how my ideas about teaching even from the beginning of my graduate classes have changed.  I can see even more clearly that to be a teacher, one must never stop learning and adapting to what is available and incorporating every avenue, tool, and resource possible to help the students relate to the material, to each other, and to their own learning process.  For the good of the students, the students must always be the focus (even if it means overcoming your own personal fears in the process).