Reflection
The web is infused with vast amounts of information on just about any topic. It is usually the first source used in looking for information in schools, homes, and in the workplace. With this in mind, it is essential to teach students how to search for information to narrow down search choices, evaluate sites for validity and reliability, and how to synthesize the vast amount of information that is available. Basically, we as educators are teaching students to learn how to learn.
This course has opened my eyes about how critical it is to teach students to use the web. So far, I have just assumed they know how to search and use the web, especially since computer is one of our enrichment classes. But after the last project we just completed that required extensive web usage, they have not been taught these things. I have learned how critical it is to use methods to narrow down your search instead of going on a wild goose chase. It saves so much time and is so much more effective. More importantly, to begin with, it is essential to help students to be able to come up with rich questions about their topics so they know exactly what information they are looking for.
Without much thought about this in the past, “Anyone can publish on the web; therefore, you shouldn’t trust every website to contain reliable information” (Eagleton, 2007, p. 60). This has also been a striking revelation to me. I think I have always known this in the back of my mind, but never made it an essential thought in my searching. I definitely will be more aware of this as I search the web. Intertwined with evaluating websites is the ability to put information together and determining what is important. Synthesizing information is difficult for most students and with the overwhelming amount of information on the web it makes it even more difficult.
Going forward with what I have learned in this course, I have made a goal for myself to practice and model these skills-developing questions, searching, evaluating, synthesizing, and citing resources-using the QUEST method that we learned. I also plan to teach these skills at the beginning of each school year and review them throughout the year as students are engrossed in project-based learning that involves the new literacies learned in this class. To be more effective and up to date on the latest new literacies, I will participate in classes to help me learn how to use them and to be more aware of the tools that are available to help students succeed. I will accomplish this by signing up for the technical classes that Pioneer Resa offers to educators and any that might be offered within my school district.
Sunday, December 20, 2009
Monday, August 17, 2009
Reflection
As I reflect on my “Personal Theory of Learning” I developed in week 1, I still lean toward the eclectic approach. I feel each learning theory plays a part in the classroom to make learning effective. The constructivism and the social learning theory should have the major role in the learning process. They target different learning styles while keeping students engaged in the learning process. They also allow for conversation and collaboration to take place that are essential skills for the 21st century. Also, they employ the student to be responsible for their learning by letting them explore and implement their imagination.
An immediate adjustment that I would make would to implement a student-centered classroom and have more collaborative group projects. I really like the idea of students taking responsibility for learning and in-turn, being able to teach the concept. Orey tells us that students learn best when they teach. The technology tools that really caught my interest were Webspiration(concept mapping), Voice Thread, and PowerPoint. Concept Mapping allows for students to visualize relationships and helps them to organize information-which is a critical component of learning. They each support the dual coding hypothesis by connecting visuals with text and when used as a learning tool, students are allowed to use their creativity and find their own answers.
The long-term goals I have are to implement technology more as a learning tool instead of an instructional tool and to implement it for the use of collaboration and cooperative learning. I will ensure that activities that involve the interactive white board and the computer are hands-on allowing for students to be involved in manipulating and finding answers and to allow for students to work in groups to create artifacts and to find answers together. First and foremost, to implement technology effectively in the classroom, I first need to be more comfortable in using them. I plan on creating several voice threads, PowerPoints, and concept maps to use in the classroom so I can aid students to reach their full potential.
An immediate adjustment that I would make would to implement a student-centered classroom and have more collaborative group projects. I really like the idea of students taking responsibility for learning and in-turn, being able to teach the concept. Orey tells us that students learn best when they teach. The technology tools that really caught my interest were Webspiration(concept mapping), Voice Thread, and PowerPoint. Concept Mapping allows for students to visualize relationships and helps them to organize information-which is a critical component of learning. They each support the dual coding hypothesis by connecting visuals with text and when used as a learning tool, students are allowed to use their creativity and find their own answers.
The long-term goals I have are to implement technology more as a learning tool instead of an instructional tool and to implement it for the use of collaboration and cooperative learning. I will ensure that activities that involve the interactive white board and the computer are hands-on allowing for students to be involved in manipulating and finding answers and to allow for students to work in groups to create artifacts and to find answers together. First and foremost, to implement technology effectively in the classroom, I first need to be more comfortable in using them. I plan on creating several voice threads, PowerPoints, and concept maps to use in the classroom so I can aid students to reach their full potential.
Saturday, August 1, 2009
Thursday, July 30, 2009
Wednesday, July 29, 2009
Social Learning Theory/Cooperative Learning
Orey tells us that social constructivism is collaborative learning engaged in creating artifacts and conversing with others. He goes on to say that conversation can help one understand and that context and culture are critical in constructing knowledge and understanding of the world around us. The social learning theories intertwine nicely with the cooperative learning strategy that focuses on students interacting in groups to advance learning.
Technology is a critical tool in implementing group learning and collaboration. It provides a structure for students to work together in completing projects and to communicate from where ever they might be. Some resources that support cooperative learning are Google docs, wikis, and voice thread. Also, there are resources available to help students organize information for their project-public bookmarks such as delicious and shared calendars such as Google calendar,
Pitler tells us “technology allows students to collaborate on projects without the constraint of time or geography” (Pitler, 2007, p.153). Technology is a great tool for providing anytime, anywhere learning. It provides a means for students to communicate through various means such as Skype that allow students to communicate and create a project even if they are in various places. Cooperative learning allows students to communicate so they can learn from one another and create together. Through cooperative learning activities, students stay actively engaged in learning therefore supporting life long learning.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Technology is a critical tool in implementing group learning and collaboration. It provides a structure for students to work together in completing projects and to communicate from where ever they might be. Some resources that support cooperative learning are Google docs, wikis, and voice thread. Also, there are resources available to help students organize information for their project-public bookmarks such as delicious and shared calendars such as Google calendar,
Pitler tells us “technology allows students to collaborate on projects without the constraint of time or geography” (Pitler, 2007, p.153). Technology is a great tool for providing anytime, anywhere learning. It provides a means for students to communicate through various means such as Skype that allow students to communicate and create a project even if they are in various places. Cooperative learning allows students to communicate so they can learn from one another and create together. Through cooperative learning activities, students stay actively engaged in learning therefore supporting life long learning.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Wednesday, July 22, 2009
Constructivism/Constructionism
Orey tells us constructivism is based on what ideas and experiences have been constructed in our own minds. We use our prior knowledge to give meaning to concepts and vocabulary. He also tells us that constructionism is based on the need of first hand experience. That we learn best when we build or create a project, especially one that can be shared with others. Basically, constructionism builds on constructivism in that the learner, not the teacher, builds learning and then the learner is engages in the construction of an external project, which allows real world learning to take place.
Generating and testing hypothesizes as learned in our resources compliments the constructivist and constructionist learning theories. It requires students to make predictions based on prior knowledge and then construct a hypothesis in which students have to experiment with and test. Technology aids in this process because it allows students to focus on interpreting data instead of gathering data. As students experiment with various data, they can collaborate and compare findings and see how it is related and what happens as variables change-it allows them to see the overall picture and to determine any patterns. More importantly, they are able to determine if their hypothesis is valid or not. By incorporating this type of activity, it gives students hands on experience as to how testing and generating hypothesis is done in “real life”. It supports various strategies and cognitive tools such as questions, cues, and concept maps that involve higher order thinking and allows students to be involved in the learning process.
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology.“Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Generating and testing hypothesizes as learned in our resources compliments the constructivist and constructionist learning theories. It requires students to make predictions based on prior knowledge and then construct a hypothesis in which students have to experiment with and test. Technology aids in this process because it allows students to focus on interpreting data instead of gathering data. As students experiment with various data, they can collaborate and compare findings and see how it is related and what happens as variables change-it allows them to see the overall picture and to determine any patterns. More importantly, they are able to determine if their hypothesis is valid or not. By incorporating this type of activity, it gives students hands on experience as to how testing and generating hypothesis is done in “real life”. It supports various strategies and cognitive tools such as questions, cues, and concept maps that involve higher order thinking and allows students to be involved in the learning process.
Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology.“Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 15, 2009
cognitivism in practice
Giving students a gift of cognitive tools to aid students in processing information is a gift that will be employed for a lifetime. Giving students ways to organize information and to make sensory connections with content information are methods to help students gain elaboration to aid in obtaining episodic events so students will store what they have learned into their long-term memory.
Cues and questions as discussed by Pitler, Hubbell, Kuhn, and Malenoski are ways to tap into students’ background knowledge so a connection can be made to the content they will be learning. When visuals such as concept maps and other multimedia resources are integrated with cues and questions, connections, and therefore learning, can happen for those who learn through different senses. Multimedia resources such as concept maps and powerpoints support the duel coding theory presented by Orey in the DVD. They each present an image. People are more apt to remember an image than text. But, when an image is tagged with text, the brain will store both in long-term memory.
Summarizing information and taking notes are both learning strategies that require students to synthesize information and decipher important information from nonessential information. The use of multimedia resources such as concept mapping and powerpoints, aid students in tapping into their senses by helping them organize their information effectively so they will be able to make connections to the content allowing the brain to store the essential information into long term memory. Other multimedia resources such as wikis and blogs allow note taking and summarizing to be done collaboratively letting students communicate while other senses are being stimulated at the same time. One benefit of each of these learning strategies, when supported through technology, can be presented as a project and can be a great tool for reciprocal learning to take place.
Cues and questions as discussed by Pitler, Hubbell, Kuhn, and Malenoski are ways to tap into students’ background knowledge so a connection can be made to the content they will be learning. When visuals such as concept maps and other multimedia resources are integrated with cues and questions, connections, and therefore learning, can happen for those who learn through different senses. Multimedia resources such as concept maps and powerpoints support the duel coding theory presented by Orey in the DVD. They each present an image. People are more apt to remember an image than text. But, when an image is tagged with text, the brain will store both in long-term memory.
Summarizing information and taking notes are both learning strategies that require students to synthesize information and decipher important information from nonessential information. The use of multimedia resources such as concept mapping and powerpoints, aid students in tapping into their senses by helping them organize their information effectively so they will be able to make connections to the content allowing the brain to store the essential information into long term memory. Other multimedia resources such as wikis and blogs allow note taking and summarizing to be done collaboratively letting students communicate while other senses are being stimulated at the same time. One benefit of each of these learning strategies, when supported through technology, can be presented as a project and can be a great tool for reciprocal learning to take place.
Wednesday, July 8, 2009
Behaviorism in Practice App 2
The one common element I observed that promotes the behaviorist theory of learning between reinforcing effort and homework and practice is feedback. When students relate poor academic achievement to stimuli outside of their control, they have that “why bother” attitude because they feel they will not achieve no matter how much effort is employed. Behaviorists believe this is not true. They believe behavior can be unlearned and replaced with a desired behavior. Pitler, Hubbell, Kuhn, and Malenoski found this to be true in reinforcing effort. By creating an effort rubric, students can gain immediate feedback on how their effort correlates with their achievement and then make the adjustments needed to improve so they can meet their goals, thus changing a specific behavior/s.
One essential activity teachers need to be proficient in when providing homework and extra practice on key concepts is providing immediate feedback. This is critical so students won’t internalize false/wrong concepts or procedures. Thus, teachers must immediately reinforce the desired response or replace the unacceptable response with an acceptable one, which goes right along with the behaviorist theory of learning. Another component homework usually takes on is “drill and practice”. This is a negative for behaviorism because it is rote remediation with little to no engagement. Cornell states, “The student in the behaviorist approach works on the assignment individually” therefore promoting the generalization that “Parental involvement in doing homework should be kept to a minimum” (Pitler, 2007, p.187). This also promotes the reasons for “drill and practice” and the behaviorist theory that students can only retain small amounts of information at a time.
Cornell, K. (2007). Technology influence on education. Writing.com. Retrieved July 7,2009, from http://www.writing.com/main/view_item/item_id/1282195
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One essential activity teachers need to be proficient in when providing homework and extra practice on key concepts is providing immediate feedback. This is critical so students won’t internalize false/wrong concepts or procedures. Thus, teachers must immediately reinforce the desired response or replace the unacceptable response with an acceptable one, which goes right along with the behaviorist theory of learning. Another component homework usually takes on is “drill and practice”. This is a negative for behaviorism because it is rote remediation with little to no engagement. Cornell states, “The student in the behaviorist approach works on the assignment individually” therefore promoting the generalization that “Parental involvement in doing homework should be kept to a minimum” (Pitler, 2007, p.187). This also promotes the reasons for “drill and practice” and the behaviorist theory that students can only retain small amounts of information at a time.
Cornell, K. (2007). Technology influence on education. Writing.com. Retrieved July 7,2009, from http://www.writing.com/main/view_item/item_id/1282195
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, April 23, 2009
Reflection on Integrating Technology in the Classroom
Reflection on Integrating Technology in the Classroom
The course, Integrating Technology in the Classroom, has opened my eyes to the many ways I can incorporate various technological tools in my class. I have learned how to use tools that I had no knowledge of such as wikis, podcasts, blogs, Skype, and Delicious. It’s amazing at all the technology that is available! This realization has verified to me the importance of teachers staying up to date not only with the latest research, but also with the latest technological tools and skills. This is not only important in keeping students engaged, but it is essential in getting them ready for the 21st century work place.
One concept that really had an impact on me concerning the teaching and learning process using technology is that I need to be doing different things, not doing the same thing differently. Without this mindset, nothing really changes. We as teachers need to make sure we don’t get into a rut and use the same rote routine from year to year. By trying new things, it will help keep us rejuvenated in our teaching in turn our excitement will be passed on to the students.
Allowing students to use technology in the classroom, invites them to use their creativity and keeps students engaged in the learning process. This allows learning to become more student centered rather that teacher centered. With this role change, teachers become more of a facilitator. Instead of lecturing, teachers are modeling how to use the tools, to collaborate, to answer questions, to solve problems, and how to determine if information is credible. This allows teachers to obtain more formative assessments, which let teachers, know how and what students are learning.
We must remember we are lifelong learners. To keep up with the latest technology, we need to let down our hair and let students teach us. Continuing education classes and professional development, and teacher mentors are great ways to continue to expand our knowledge to help us increase student achievement. With this in mind, I have set two long-term goals in helping me transform my classroom into a technology based learning environment. First, I would like to have more classroom computers, at least six. Budget cuts and lack of funding will be the main obstacles in achieving this goal. With the big push for integrating technology, I feel we could get some funding and discounts for education. Another goal I have is to be more proficient in using web 2.0 tools. Therefore, I am going to have to use and practice these tools weekly in the classroom. Allowing students to communicate globally by parents and administration will be the main challenge affecting this goal. With technology growing and here again the push for integrating technology and having students ready for the 21st century workplace, they will conform to society’s push in having students educated and ready to enter the “real world”.
I am proud to say that I have been able to change some answers on my beginning check- list. I am still in the early learning stages, but I am excited to continue to learn and practice new skills, which incorporate technology in the classroom.
The course, Integrating Technology in the Classroom, has opened my eyes to the many ways I can incorporate various technological tools in my class. I have learned how to use tools that I had no knowledge of such as wikis, podcasts, blogs, Skype, and Delicious. It’s amazing at all the technology that is available! This realization has verified to me the importance of teachers staying up to date not only with the latest research, but also with the latest technological tools and skills. This is not only important in keeping students engaged, but it is essential in getting them ready for the 21st century work place.
One concept that really had an impact on me concerning the teaching and learning process using technology is that I need to be doing different things, not doing the same thing differently. Without this mindset, nothing really changes. We as teachers need to make sure we don’t get into a rut and use the same rote routine from year to year. By trying new things, it will help keep us rejuvenated in our teaching in turn our excitement will be passed on to the students.
Allowing students to use technology in the classroom, invites them to use their creativity and keeps students engaged in the learning process. This allows learning to become more student centered rather that teacher centered. With this role change, teachers become more of a facilitator. Instead of lecturing, teachers are modeling how to use the tools, to collaborate, to answer questions, to solve problems, and how to determine if information is credible. This allows teachers to obtain more formative assessments, which let teachers, know how and what students are learning.
We must remember we are lifelong learners. To keep up with the latest technology, we need to let down our hair and let students teach us. Continuing education classes and professional development, and teacher mentors are great ways to continue to expand our knowledge to help us increase student achievement. With this in mind, I have set two long-term goals in helping me transform my classroom into a technology based learning environment. First, I would like to have more classroom computers, at least six. Budget cuts and lack of funding will be the main obstacles in achieving this goal. With the big push for integrating technology, I feel we could get some funding and discounts for education. Another goal I have is to be more proficient in using web 2.0 tools. Therefore, I am going to have to use and practice these tools weekly in the classroom. Allowing students to communicate globally by parents and administration will be the main challenge affecting this goal. With technology growing and here again the push for integrating technology and having students ready for the 21st century workplace, they will conform to society’s push in having students educated and ready to enter the “real world”.
I am proud to say that I have been able to change some answers on my beginning check- list. I am still in the early learning stages, but I am excited to continue to learn and practice new skills, which incorporate technology in the classroom.
Thursday, April 2, 2009
Podcast-Interview with Students
I teach 4th grade and asked several of my students about what kind of technology they use and for what purpose-here is the link:
http://rebekahspods.podomatic.com/player/web/2009-04-01T06_06_36-07_00
It's about 7 minutes long-the kids got a little silly near the end-Hope you enjoy!
http://rebekahspods.podomatic.com/player/web/2009-04-01T06_06_36-07_00
It's about 7 minutes long-the kids got a little silly near the end-Hope you enjoy!
Wednesday, March 25, 2009
Partnership for 21st Century Skills
Overall, I thought the website was good. It gave a wealth of information on the use of technology in the classroom as well as formative and summative assessment information. My favorite part was the section on snapshots. I liked the link to edutopia which had video clips of how students used and integrated technology into their core curriculum. I wished the clips included more for the elementary age student and how they use technology in the classroom. I wish the website included more videos with more hands on ideas and just about the program in general-I think it would have made it more interesting. I liked how the state standards were outlined and the amount of information that was provided to go along with each. I thought the website to be beneficial with a lot of information, though, there was a lot to read.
Overall, I thought the website was good. It gave a wealth of information on the use of technology in the classroom as well as formative and summative assessment information. My favorite part was the section on snapshots. I liked the link to edutopia which had video clips of how students used and integrated technology into their core curriculum. I wished the clips included more for the elementary age student and how they use technology in the classroom. I wish the website included more videos with more hands on ideas and just about the program in general-I think it would have made it more interesting. I liked how the state standards were outlined and the amount of information that was provided to go along with each. I thought the website to be beneficial with a lot of information, though, there was a lot to read.
Tuesday, March 10, 2009
Blog Idea for the Classroom
I teach 4th grade, all subjects, with math and reading as the most critical when it comes to passing the standardized test coming up in the spring. I have thought of a blog idea that would place emphasis on reading skills being that it is the one area in which my students perform at a low level.
I would like my students to read a chapter book as a class or a story from their reading book and use blogging to interact with one another about the various aspects of the book/story. I would like them to communicate on the author's purpose for writing, what type of genre it is, the characters and what roles/feelings they brought to the story, the setting, the plot, and any cause and effect events that might have occurred.
I feel this would be a good way for students to interact and comment to one another and for each of them to share their view points of the story and how it affected them. It will also help in their written communication skills and allow them to truly think about what they read.
I would like my students to read a chapter book as a class or a story from their reading book and use blogging to interact with one another about the various aspects of the book/story. I would like them to communicate on the author's purpose for writing, what type of genre it is, the characters and what roles/feelings they brought to the story, the setting, the plot, and any cause and effect events that might have occurred.
I feel this would be a good way for students to interact and comment to one another and for each of them to share their view points of the story and how it affected them. It will also help in their written communication skills and allow them to truly think about what they read.
Monday, March 2, 2009
Technology Ready?
Technology Ready?
by Rebekah Thompson
Having an associate degree in computer science, I thought I was computer savvy. What little did I know? Technology has changed over the years and seems to be changing daily. Looking at what my children and friends can do with the computer, cell phones, and other media, I have realized I am behind the times! There is so much I don't know when it comes to various technology devices and web applications. This year, my school put interactive white boards in all of the classrooms. I decided it was time to catch up with my students and start trying new strategies that meet their learning needs and interests while increasing my knowledge in Internet/computer applications and other technical devices that they are participating in daily. I plan on taking it one day at a time and hope to be fairly sufficient before it all starts changing again.
by Rebekah Thompson
Having an associate degree in computer science, I thought I was computer savvy. What little did I know? Technology has changed over the years and seems to be changing daily. Looking at what my children and friends can do with the computer, cell phones, and other media, I have realized I am behind the times! There is so much I don't know when it comes to various technology devices and web applications. This year, my school put interactive white boards in all of the classrooms. I decided it was time to catch up with my students and start trying new strategies that meet their learning needs and interests while increasing my knowledge in Internet/computer applications and other technical devices that they are participating in daily. I plan on taking it one day at a time and hope to be fairly sufficient before it all starts changing again.
Thursday, February 12, 2009
CREDE STANDARDS Continued
Hello Again,
I have been thinking about how I could be more responsive with ELL students and how I can incorporate the 5 CREDE standards into my units/lessons. Garcia states that we need to understand cultural differences in talk, being we need to let students talk. We need to adjust our teaching strategies so that language can be used and we as teachers can listen more. This allows us to be more responsive to students and help us focus more on critical issues and family background of students. One way this can be incorporated is by having small group activities and providing opportunities for student to do research on their native country and other activities that would share information about them. This also helps integrate the CREDE standards Tharp expounds upon. Even though I do small group activities, I need to more and include more activities that help students express themselves and develop literacy and critical thinking. I sometimes stick too closely to the book, I need to take the risk and step outside the box to ensure students learn more and enjoy learning and to help me as a teacher benefit by knowing I was able to help a student/students.
I have been thinking about how I could be more responsive with ELL students and how I can incorporate the 5 CREDE standards into my units/lessons. Garcia states that we need to understand cultural differences in talk, being we need to let students talk. We need to adjust our teaching strategies so that language can be used and we as teachers can listen more. This allows us to be more responsive to students and help us focus more on critical issues and family background of students. One way this can be incorporated is by having small group activities and providing opportunities for student to do research on their native country and other activities that would share information about them. This also helps integrate the CREDE standards Tharp expounds upon. Even though I do small group activities, I need to more and include more activities that help students express themselves and develop literacy and critical thinking. I sometimes stick too closely to the book, I need to take the risk and step outside the box to ensure students learn more and enjoy learning and to help me as a teacher benefit by knowing I was able to help a student/students.
Tuesday, February 10, 2009
CREDE STANDARDS
Hello,
I recently watched a video in which Tharp shares 5 common elements in diverse population based on CREDE standards (Center Research Education Diversity Excellence). Research began in Hawaii in the 1960's, then expanded to the Navajo Indians, then to the Zuni, and eventually to every major linguistic group. I also had the opportunity to watch a video by Garcia where he expounded on the five R's and one T that all schools need to practice to help diverse students and their families want to come to school and participate. The five R's include being respectful, responsive, responsible, resourceful, and reasonable. The one T represents the theory-driven approach in which everyone has a theory about the way diverse students learn.
After watching these two videos, I realize that I am actually already doing some of the things that they say would be beneficial to diverse students. One theme that both Tharp and Garcia both felt was a critical component for diverse learners was providing them with the opportunity to speak, to be engaged in dialogue. Tharp suggested that one of the best ways to accomplish this was through small group activities. This is something that I do often. I do small group activities which require interactions among students, but the one thing that I don't do often is incorporate critical thinking activities in these small groups which challenge students. Both Tharp and Garcia feel this in important among diverse students. Tharp says that we need to teach students to think and challenge them where they are at in their learning-that we should be always pulling them forward. This is one area that I need to incorportate on a daily basis. I do challenge my students, but I need to provide more opportunities. Garcia, in his Theory-Driven approach, suggests that if we have low expectations for diverse students, we as teachers will provide a less challenged curriculum. That we as teachers decide what students can or can not do or achieve. I find my self thinking these thoughts at times, but I expect the very best of all of my students and have high expectations for each of them.
I recently watched a video in which Tharp shares 5 common elements in diverse population based on CREDE standards (Center Research Education Diversity Excellence). Research began in Hawaii in the 1960's, then expanded to the Navajo Indians, then to the Zuni, and eventually to every major linguistic group. I also had the opportunity to watch a video by Garcia where he expounded on the five R's and one T that all schools need to practice to help diverse students and their families want to come to school and participate. The five R's include being respectful, responsive, responsible, resourceful, and reasonable. The one T represents the theory-driven approach in which everyone has a theory about the way diverse students learn.
After watching these two videos, I realize that I am actually already doing some of the things that they say would be beneficial to diverse students. One theme that both Tharp and Garcia both felt was a critical component for diverse learners was providing them with the opportunity to speak, to be engaged in dialogue. Tharp suggested that one of the best ways to accomplish this was through small group activities. This is something that I do often. I do small group activities which require interactions among students, but the one thing that I don't do often is incorporate critical thinking activities in these small groups which challenge students. Both Tharp and Garcia feel this in important among diverse students. Tharp says that we need to teach students to think and challenge them where they are at in their learning-that we should be always pulling them forward. This is one area that I need to incorportate on a daily basis. I do challenge my students, but I need to provide more opportunities. Garcia, in his Theory-Driven approach, suggests that if we have low expectations for diverse students, we as teachers will provide a less challenged curriculum. That we as teachers decide what students can or can not do or achieve. I find my self thinking these thoughts at times, but I expect the very best of all of my students and have high expectations for each of them.
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