EDLD+5368

=Reflection for Week 1=

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The Teaching Styles Inventory revealed that I prefer hands-on activities that involve collaboration. However, when I first began as a teacher, I joined a group of well-seasoned educators that believed the only way to success was by using repetitive worksheets that never went beyond surface level knowledge. I find myself now leaning toward Cognitivism, which includes the idea that “people are rational beings that require active participation in order to learn, and whose actions are a consequence of thinking” (Learning Theories Knowledge Base, March 2010). Most of my teaching experience has been with third graders who are transitioning from a concrete level to more abstract thinking. I have found myself often asking students to “think out loud” and describe exactly what they see as they are reading or solving word problems. ======

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My students were apprehensive at first to complete the Learning Styles Inventory because they wanted to make sure they were learning the “right” way. I assured them that there was no possibility of giving a wrong answer. The inventory revealed that the majority of my students are both auditory and visual learners. I somewhat expected these results because they always perform better when provided with visual aids and given the opportunity to discuss ideas in class. I try to take these learning styles into consideration as I prepare formative assessments. The formative assessments have proven to be helpful as long as I use them in a timely manner. I was reminded of this as I read about assessments in Chapter 6 of //How People Learn//. It stated, “Feedback is most valuable when students have the opportunity to use it to revise their thinking as they are working on a unit or project” ( Bransford, Brown, & Cocking, 2000 ). ======

 Bransford, J., Brown, A., & Cocking, R. (Ed). (2000). //How people learn.// pp 129-154 (Chapter 6). Washington D.C.: National Academy Press.
 Learning Theories Knowledge Base (2010, March), //Cognitivism// at Learning-Theories.com. Retrieved April 8, 2010 from http://www.learning-theories.com/cognitivism.html

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=Reflection for Week 2=

It’s my opinion that really understanding, internalizing knowledge, and grasping the core or essence are all referring to the same idea of true understanding. I believe that if you understand a concept, you are able to apply it. However, what I have not put much thought into until now is the “way” in which you are able to use your knowledge. I think back to when I taught third graders how to multiply. If they were only able to multiply using a one-digit multiplied by one-digit number sentence, then they wouldn’t be grasping the whole idea. Instead, they are required to use multiplication to solve multi-step word problems, multiply one digit by two digits, and use it as a strategy to figure out division problems. According to Wiggins and McTighe (2005), “The ability to transfer our knowledge and skill effectively involves the capacity to take what we know and use it creatively, flexibly, fluently, in different settings or problems, on our own” (p.40). I think it’s important as teachers that we give students many different opportunities to use their knowledge so we can assess their true understanding.

McTighe, J., & Wiggins, G. (2005). //Understanding by Design// (Expanded 2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development. =Reflection for Week 3=

As an ELA special education teacher, I am responsible for creating seven sets of lessons plans per week to address seven different ability levels. When I sit down to plan, I usually first consult our district’s online curriculum to see what our skill focus is for the week and which TEKS we should be addressing. Then, I pull resources and make necessary modifications as well as create various assessments. I try to create a learner-centered environment that takes into consideration the “knowledge, skills, attitudes, and beliefs that learners bring to the educational setting” ( Bransford, Brown, & Cocking, 2000 ). My responsibility is not only to teach students what they should be learning on their grade level but also to fill the gaps in their foundational skills. The “backward design” approach seems like a very solid way to create lesson plans, however it seems overwhelming to me at the moment. I like how specifically the “backward design” addresses student learning goals and evidence of learning. Wiggins and McTighe (2005) give a great analogy relating curriculum planning to travel planning, “Our frameworks should provide a set of itineraries deliberately designed to meet cultural goals rather than a purposeless tour of all the major sites in a foreign country” (p. 14). It has caused me to rethink the activities I use and decide whether or not they are purposeful steps toward student learning. Hopefully, the more I practice this new method, the easier it will become! Bransford, J., Brown, A., & Cocking, R. (Ed). (2000). //How people learn.// pp 129-154 (Chapter 6). Washington D.C.: National Academy Press. McTighe, J., & Wiggins, G. (2005). //Understanding by Design// (Expanded 2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development. =Reflection for Week 4=

In my district, online education is geared toward secondary students and staff development. Our high achieving high school students now have the chance to gain college credit by taking online courses in addition to their regular course load. This should help them make a smoother transition into college as well as put less stress on them financially. The secondary teachers seem to feel comfortable with facilitating the online courses. However, our elementary teachers are reluctant to move in that direction. They would need more in-depth training on basic computer skills as well as convincing that students could really receive authentic learning experiences without access to their traditional hands-on activities. Our teachers have access to a program called PD360. It provides numerous videos over topics ranging from classroom management to making accommodations for special needs students. It has worked nicely during teacher work days by allowing teachers more time to prep their classrooms and make lesson plans since they can view the videos from home. Administrators still know who has fulfilled the staff development requirements because the program tracks the number of minutes teachers spend on the program, and it stores each teacher’s responses to reflection questions. The only problem with this approach is there is very little collaboration on topics amongst teachers. A benefit of online staff development is that teachers from all over the world can share their expertise with colleagues. Nancy Flanagan (2009) states, “A key reason for ineffective traditional professional development is that presenters are often far removed from the K-12 classroom. Web-based tools make it possible for practicing teachers to lead diverse learning networks without leaving the classroom.” I think the online learning environment would be very attractive to businesses. It is a flexible, cost-effective solution to training employees on vital information they need to be more productive in the workplace. According to one e-learning developer, to be effective, the creators of the learning programs must understand their students and their motivation for learning (Pyter, 2002). Flanagan, Nancy. (2009). Collaboration and Insight: Online Teacher Learning In Action. //Education Week, 3//. Retrieved from [] Pyter, Nadine. (2002). Here’s how to build an effective learning program. //The Journal of New England Technology//. Retrieved from [] = = =Reflection for Week 5=

Educators who can design and implement online learning courses are paving the future for our 21st century learners. They put learning in a context that is applicable to what students will experience in their future careers. Online learning can promote student collaboration and ownership of learning. “With new educational technologies, students can be positive change agents at both the classroom and school levels” (Goldman & McCombs, n.d.). I plan to share my schoology course with the primary teachers at my school who cover the same content. In addition, I hope to one day use my online course as an example during a staff development session to show others how they can create online courses. I plan to use online learning as a resource for staff development next year. Several of our teachers have few technology skills and are quite timid when it comes to integrating technology in the classroom. Hopefully, I will be able to demonstrate new technology tools within an online learning context. This will allow them to learn on a flexible schedule as well as repeat information as needed. I would like to learn more about online learning for young children. In addition, I would benefit from learning more techniques of engaging and accommodating students with disabilities. According to Quenneville (2001), “Increased use of assistive technology devices during cooperative learning activities can enhance the participation of students with LD by circumventing specific disability related barriers.” I hope to use what I’ve learned about backward design to improve my lesson plans. I will be more diligent in teaching the big ideas and give multiple opportunities for students to utilize and transfer their new knowledge.

Goldman, G. & McCombs, B. (n.d.). //Using new educational technologies to empower youth:// //the power of youth-adult partnerships in e-Learning//. Retrieved from []

Quenneville, Jane. (2001). Tech tools for students with learning disabilities: infusion into inclusive classrooms. //Preventing School Failure,// 45//.// Retrieved from []