Synopsis of “Tech Kids Love” by: Samantha Cleaver

This article presents many different possibilities for using Technology to enhance learning in the classroom. Many ideas can be overwhelming. Sometimes teachers will feel vulnerable with the students because of computer gliches and the vast learning curve for technology. One fifth grade teacher said “I do make more mistakes. But that’s okay. It is about letting the kids see you as a learner and there is a sense of co-creativity in the classroom. “This view gives us as teachers an opportunity to explore possibilities with less apprehension. Below is a list of some ideas that were presented in the article.

1-    Online Research Templates creates by teachers- www.Digital Pencil.org.

2-    Can Create Google websites (sites.google.com) to present research projects or use create a blog (www.blogger.com) to discuss a topic

3-    Teachers used Skype to combine classes together. This enables different views on subjects it also gives immediate feedback from person to person.

4-    There is an immediate response system for lessons using multiple choice questions. It is called Turning Point- www. Turningtechnologies.com

5-    Connect with other Teachers desiring to use technology in classroom or collaborate online use virtualteacherexchange.ning.com

6-    Students can use their imagination to retell stories or tales by creating Movies. This increases comprehension & fluency. Two sites that can be helpful are commoncraft.com & xtranormal.com

7-      Simplybox.com is used so teachers can compile links & images for students to use in their presentations.

8-     A great tool for discussion and brainstorming is to use a blog. The student can share information, pictures and videos. Use www.blogspot.com or you can use vimeo which is an educational video sharing website at vimeo.com 

There are many options for you to review, take the time to challenge yourself to start with one. Perhaps start with one for this quarter, or one for this semester or, even one for this year. Take the step into the teaching the 21^st Century student.

“Got Opportunity” by Russell Qualglia, Kristine Fox, and Michael Corso

“I’m not as smart as the Honors kids, so there is no point in trying harder.” “My teacher just doesn’t like me.” “School’s boring!” We have all heard the excuses. Imagine if instead of hearing our students complain about school, we heard them say, “My teacher believes I can succeed.” Or, what if our students said, “My teacher cares about me.” Wouldn’t we as teachers be blown away if one of our students said, “School is a welcoming place, and it is important to set high goals to learn.”

Not all students fit into the first category of complaining, failing students just as not all students will fit into the positive, achieving group of students either. There are definite gaps between those students who succeed with or without our help, those students who succeed with some extra help, and those students who fail no matter how much we try to help them. We, as educators, must bridge that gap. In their article “Got Opportunity,” Russell Quaglia, Kristine Fox, and Michael Corso identify three specific gaps to consider: the expectations gap, the relationship gap, and the participation gap.

More often than not, people only achieve what is expected of them. To close the expectations gap, Quaglia, Fox, and Corso recommend that teachers let each of their students know what he or she is doing well and then explain how the student can do better on the next assignment. The authors encourage teachers to hold students accountable, and to tell the students individually what is expected from him or her. (2)

“…Sadly, some survey results indicated that many students lack a solid, trusting relationship with a teacher….more than half of almost 500,000 students surveyed do not believe that teachers care if they show up…” (Quaglia, Fox, & Corso, p. 2)Statistics show that students who find some kind of connection with their teachers put forth more effort in their work. This effort is directly tied to the student’s achievement. To close the relationship gap, teachers should follow up with students who are absent (let them know they were missed), host lunches in the classroom, and ask students what their personal goals are.

The final gap that seems to directly affect student success is the participation gap. The authors write, “To close achievement gaps, schools must cultivate an atmosphere that connects students meaningfully to their learning – one that leads young people to learn content that’s relevant to them, encourages them to ask questions, and puts them at ease in taking risks.” (p, 3) Teachers can show students that we care about their opinions by discussing issues that are relevant to the students, welcoming all questions, and creating after-school activities that focus on the students’ interests. Our society has changed, and students learn differently today than they did in the past. By using technology and information today, we must apply relevant strategies to our teaching practices.

Bibliography

Quaglia, R., Fox, K., & Corso, M. (2010, November). Got Opportunity? Educational Leadership , 68 (3), pp. 1-5.

Synopsis of “Releasing Responsibility” by Douglas Fisher and Nancy Frey


SCENARIO: Students in a 4th grade class…8th grade…11th grade…walk into the classroom and the assignment is neatly written on the board:

Due at the end of the hour:
Read Part 12B and answer questions on page 123

Don’t we want our students to interact with the material and learn to be responsible for their own work? Solo work…assignments given where students individually engage with the subject matter should be planned and assigned well after the teaching process has begun. Once students have been “hooked,” teacher explanation has begun, notes have been given, modeling has taken place; then, students are ready for “independent” learning. In other words, Fisher and Frayer (2008) suggest a variety of teaching strategies must take place before we ask students to “read” and “do” on their own. “These supports include models of the kind of thinking they will need to do, access to academic language, peer collaboration, and guided instruction” (p.33). A study was referenced that showed teachers often ask students to take responsibility for the learning process “prematurely.” Many teachers assign homework because they run out of time in class. Independent work should be reserved for review and reinforcement of concepts –not new concepts. By planning steps in the learning process to define academic terms, facilitate student thinking through guided instruction, and collaborate ideas, students assume responsibility for their learning and gain confidence to take risks. This in turn scaffolds the process of student understanding before they complete tasks independently.

“Well-structured independent learning tasks are the ultimate way to build self esteem through competence…the purpose is to refine skills and become experts” (p. 37).


Reference: Fisher, D., & Fray, N. (2008). Releasing Responsibility. Educational Leadership, 66(3), 33-37.

Success with Less Stress

Success with Less Stress

Homework, classwork, quizzes, tests, projects, deadlines, Help! That is what students are screaming. They are stressed out! According to Conner, Galloway, and Pope (2010) students are more stressed out over schoolwork and its pressures of the college admissions process and standardized tests than divorce or family illness (p 54). Students have reverted to dealing with their stress by cutting themselves, using illegal stimulants, becoming sleep deprived, and consuming alcohol. The problem of overstressed students can be lessened if schools devise a strategy to help ease the stress. Some strategies that Conner (2010) discussed are changing the schedule (p 57). Adding more free periods or a modified block schedule can allow more time for the students to work easing their stress. Another strategy is to have more staff training and development to conduct workshops on engagement and alternative assessment. Also, altering exams and exam times is a strategy that can help reduce student stress. “More than three-quarters of these sophomores and juniors [surveyed] agreed that rescheduling exams from after the winter break to before the break reduced their stress (Conner, 2101, p57). Parents, schools, students, and federal policies all have a role to play to help ease student stress.

Conner, J., Galloway, M., & Pope, D. (2010). Success with less stress. Educational Leadership, 67, 4, 54-57.