Keri's presentation was amazing. I don't understand how she got her wii controller to work with her laptop and project everything onto a whiteboard, but her presentation was inspiring. There is a good chance that wherever I end up, I will be cash-strapped and being able to create something so neat and useful for my classroom for less than 100 bucks...that is really cool.
After class I was thinking about Astrobiology and the presentation that Jeff gave our class. I was thinking about how he said microbiology, astronomy and other sciences have to learn how to communicate with each other. Everything interacts in our world, so why is the language so specific for each discipline? I was thinking about what I would do if I for some reason had to couple up with a math teacher...how would we teach both English and Math in a unit? Then I thought about Edie, CarolAnne, and Michael's digistory about coffee filters. They applied math into real life. English deals with real life...so it should be possible to create some sort of interesting unit with both English and Math.
Sort of sad the class is over. I was surprised I liked a tech class so much.
Friday, December 11, 2009
Tuesday, December 8, 2009
Reflections on BEDUC 566 #9
We used all of our last class to work on our digi projects. I am so excited that we are able to use our digital story to talk about technology and how it might be used in the classroom. I was under the impression that we had to make a learning unit (tackling a "big idea") and teach how we would use technology for this unit in the classroom.
Alex, Nick and I are so excited with our project with Google applications: Google Docs, Google Sites and Google Wave. I am getting addicted to Google Sites, it is so fun to use.
Looking forward to our special speaker this week. Now I have to work some more on my portfolio.
Alex, Nick and I are so excited with our project with Google applications: Google Docs, Google Sites and Google Wave. I am getting addicted to Google Sites, it is so fun to use.
Looking forward to our special speaker this week. Now I have to work some more on my portfolio.
NR Ad Dev Concepts/Theorists
John Dewey - school reformer for first 1/2 of 20th ct. He wrote many reforms. He did not believe in rote learning and thought that many schools (esp. elementary & secondary) were repressive in nature (stifling creativity and experimentation). He thought that schools should teach students to do their own problem solving. He helped write parts of the Humanist Manifesto. Humanism deals with the concerns of humans and is kind of anti-God. Darwin's theory of evolution paved the way for Dewey's educational theories to be accepted.
Lev Vygotsky - ZPD, MKO, scaffolding & "mental-bridge", social development theory: children construct knowledge first on the social level, then inside themselves. Social learning therefore precedes cognitive development (anti Piaget). Foundation of Constructivism (humans generate knowledge and meaning from experiences).
Urie Bronfenbrenner - Ecological Systems Theory for Adolescent Development. Micro, Meso, Exo, Macro, Chrono. Complicated, all systems influence each other, because they are nested.
Erik Erikson - Identity Crises in adolescence: 8 stages of identity development, 4 in childhood + 4 in adulthood. Stage 5 concerns adolesence. Each stage has a task that is defined by either strength or vulnerability. Stage 5 is labeled "ego-identity vs. role confusion." Ego-identity has to do with youth developing a unified self-image that is meaningful to society. Erikson mentioned a need for balance.
Sigmund Freud - Psychoanalysis, psychosexual development stage theory: Oral, Anal, Phallic, Latency (7-12y), Genital (12+). Ego, Superego, Id.
Albert Bandura - Social Cognitive Theory: portions of a person's knowledge acquisition can be directly related in observing others in social interactions; self-efficacy; SLT: people learn behavior through either overt reinforcement (rewards), or punishment, or through observational learning. Reciprocal determinism: personal factors, behavior, and environment all affect each other; human functioning is an interaction betw these things. To learn you need: Attention, retention, reproduction, motivation. To achieve goals you need self-regulation.
Carol Gilligan - Female Moral Development Theory, 3 stages w/2 transitions. Stage 1 is preconventional (woman puts herself above all else). first transition is from selfish to responsibility. Stage 2 is conventional (self-sacrifice = good). second transition is from goodness to truth. Stage 3 is postconventional (woman must discover her own desires/needs and balance those with the needs/desires of those around her). Some women never reach stage 3. Focus is on caring, not justice.
Beverly Tatum - Recognizing & talking about race & racism, getting over the discomfort to reach fruitful conversation. Black Racial Identity Development Model: preencounter (safe home, however, parents carry stigmas home with them), encounter (Chang, realize you aren't white and aren't going to be), immersion/emersion (accept black race, embrace it fully, anti-white sentiments/anger; Antwon), internalization (able to be friends with whites who are respectful and do not go against personal values, also other cultures), internalization-commitment (able to transcend race, perceive race proactively, pride in your culture; Jerry Pinkney).
Lawrence Kohlberg - Moral Development Theory, 3 stages: preconventional, conventional, postconventional, focus is on justice (see Gilligan's theory focused on caring).
Suzanne SooHoo - Students as co-researchers/active research (connects to Dewey's ideas); relates to self-efficacy (see Bandura). Psychic disequilibrium (teacher not able to see student the way student sees himself), students active in their own learning. 3 violated areas found by students: caring (from teachers for students)/connection (between students and teachers), learning, and valuing one's self.
Thomas Fowler-Finn - Example of Roderick, unconscious stereotyping, intended message vs heard message, perception gaps, caring gaps, culture gaps (connects to tracking video).
Michael Sadowski - "Acting white," voluntary vs. involuntary immigrants, subtractive process of schooling, deficit vs. expansion lens (w/regards to minorities), "achievement gap."
Herbert Kohl - Willful not learning, complexities of "failure," confusing not learning w/failure, not learning as a choice/vs lack of ability, unlearning racist/sexist language and though (self-reflection).
N&T - Risk-taking/creativity, risk-taking in teaching/learning, different reasons for risk-taking (ex: "not the adult way"), Rhetoric of "at risk" students, flow-experience (Csikszentmihalyi & Larson describe as a "high one receives from functioning at the edge of our capacities for a sustained period of time), 3rd person perspective taking, challenging curriculum may counter some unnec risk taking bc it prevents them from being bored.
Noguera - Joachin's dilemma (multi-racial), racial identity development, gap in academic achievement, oppositional identities (aggression at being forced to adopt white morals at the expense of your own), stereotype threats, sorting practices=hidden curriculum (separating races tells students what they can and cannot do).
Lipkin - "What's in a Label?" Gays should be able to call themselves whatever they wish (ie. Queer). GSA, gay identity issues, suicide, physical danger from others, lack of representation in schools.
Brantlinger - Social class relations in school are as prominent as gender & race in identity construction. Examples of Marissa & Travis.
Wehmeyer - Impact of disabilities on adolescent identity development, self-efficacy (Bandura), perceptions of control; self-definition, -concept, -image; self-determination is the degree to which a person acts as a causal agent in his/her own life (do things for yourself rather than let somebody else do them).
James Garbarino/Darcia Bownman - Male aggression. Better to be mad than sad, men must be strong/powerful, aggression is a legitimate response to conflicts/problems. "Progression conformity" what is learned, encouraged, and rewarded in a social context.
Experiential learning: Features: intense, deep learning; relevant; connecting to experiences or constructing knowledge rather than receiving it; learning more completely; interesting. Components: Critical reflection; abstract conceptualization; active experimentation; concrete experiences...as a cycle, not a linear process; series of meaning making. Tools: Openness to be changed; honest, critical reflection; analytical reasoning (use evidence to support claims); word choices that reflect actual meaning; confidence in yourself even as you question core beliefs, values and actions. Critical reflection that attends to actual data, word choice, multiple perspectives/challenges assumptions and complacency.
Lev Vygotsky - ZPD, MKO, scaffolding & "mental-bridge", social development theory: children construct knowledge first on the social level, then inside themselves. Social learning therefore precedes cognitive development (anti Piaget). Foundation of Constructivism (humans generate knowledge and meaning from experiences).
Urie Bronfenbrenner - Ecological Systems Theory for Adolescent Development. Micro, Meso, Exo, Macro, Chrono. Complicated, all systems influence each other, because they are nested.
Erik Erikson - Identity Crises in adolescence: 8 stages of identity development, 4 in childhood + 4 in adulthood. Stage 5 concerns adolesence. Each stage has a task that is defined by either strength or vulnerability. Stage 5 is labeled "ego-identity vs. role confusion." Ego-identity has to do with youth developing a unified self-image that is meaningful to society. Erikson mentioned a need for balance.
Sigmund Freud - Psychoanalysis, psychosexual development stage theory: Oral, Anal, Phallic, Latency (7-12y), Genital (12+). Ego, Superego, Id.
Albert Bandura - Social Cognitive Theory: portions of a person's knowledge acquisition can be directly related in observing others in social interactions; self-efficacy; SLT: people learn behavior through either overt reinforcement (rewards), or punishment, or through observational learning. Reciprocal determinism: personal factors, behavior, and environment all affect each other; human functioning is an interaction betw these things. To learn you need: Attention, retention, reproduction, motivation. To achieve goals you need self-regulation.
Carol Gilligan - Female Moral Development Theory, 3 stages w/2 transitions. Stage 1 is preconventional (woman puts herself above all else). first transition is from selfish to responsibility. Stage 2 is conventional (self-sacrifice = good). second transition is from goodness to truth. Stage 3 is postconventional (woman must discover her own desires/needs and balance those with the needs/desires of those around her). Some women never reach stage 3. Focus is on caring, not justice.
Beverly Tatum - Recognizing & talking about race & racism, getting over the discomfort to reach fruitful conversation. Black Racial Identity Development Model: preencounter (safe home, however, parents carry stigmas home with them), encounter (Chang, realize you aren't white and aren't going to be), immersion/emersion (accept black race, embrace it fully, anti-white sentiments/anger; Antwon), internalization (able to be friends with whites who are respectful and do not go against personal values, also other cultures), internalization-commitment (able to transcend race, perceive race proactively, pride in your culture; Jerry Pinkney).
Lawrence Kohlberg - Moral Development Theory, 3 stages: preconventional, conventional, postconventional, focus is on justice (see Gilligan's theory focused on caring).
Suzanne SooHoo - Students as co-researchers/active research (connects to Dewey's ideas); relates to self-efficacy (see Bandura). Psychic disequilibrium (teacher not able to see student the way student sees himself), students active in their own learning. 3 violated areas found by students: caring (from teachers for students)/connection (between students and teachers), learning, and valuing one's self.
Thomas Fowler-Finn - Example of Roderick, unconscious stereotyping, intended message vs heard message, perception gaps, caring gaps, culture gaps (connects to tracking video).
Michael Sadowski - "Acting white," voluntary vs. involuntary immigrants, subtractive process of schooling, deficit vs. expansion lens (w/regards to minorities), "achievement gap."
Herbert Kohl - Willful not learning, complexities of "failure," confusing not learning w/failure, not learning as a choice/vs lack of ability, unlearning racist/sexist language and though (self-reflection).
N&T - Risk-taking/creativity, risk-taking in teaching/learning, different reasons for risk-taking (ex: "not the adult way"), Rhetoric of "at risk" students, flow-experience (Csikszentmihalyi & Larson describe as a "high one receives from functioning at the edge of our capacities for a sustained period of time), 3rd person perspective taking, challenging curriculum may counter some unnec risk taking bc it prevents them from being bored.
Noguera - Joachin's dilemma (multi-racial), racial identity development, gap in academic achievement, oppositional identities (aggression at being forced to adopt white morals at the expense of your own), stereotype threats, sorting practices=hidden curriculum (separating races tells students what they can and cannot do).
Lipkin - "What's in a Label?" Gays should be able to call themselves whatever they wish (ie. Queer). GSA, gay identity issues, suicide, physical danger from others, lack of representation in schools.
Brantlinger - Social class relations in school are as prominent as gender & race in identity construction. Examples of Marissa & Travis.
Wehmeyer - Impact of disabilities on adolescent identity development, self-efficacy (Bandura), perceptions of control; self-definition, -concept, -image; self-determination is the degree to which a person acts as a causal agent in his/her own life (do things for yourself rather than let somebody else do them).
James Garbarino/Darcia Bownman - Male aggression. Better to be mad than sad, men must be strong/powerful, aggression is a legitimate response to conflicts/problems. "Progression conformity" what is learned, encouraged, and rewarded in a social context.
Experiential learning: Features: intense, deep learning; relevant; connecting to experiences or constructing knowledge rather than receiving it; learning more completely; interesting. Components: Critical reflection; abstract conceptualization; active experimentation; concrete experiences...as a cycle, not a linear process; series of meaning making. Tools: Openness to be changed; honest, critical reflection; analytical reasoning (use evidence to support claims); word choices that reflect actual meaning; confidence in yourself even as you question core beliefs, values and actions. Critical reflection that attends to actual data, word choice, multiple perspectives/challenges assumptions and complacency.
Thursday, December 3, 2009
Helpful stuff for the digital story project
From Shmoop, some ideas regarding why BNW applies to Eugenics and to today:
http://www.shmoop.com/brave-new-world/
*using authoring software could be helpful for creating an end of the unit culm project (ala MediatorPro, Peter Dreher article)
* http://rubistar.4teachers.org/ for making grading rubrics
Peter Dreher (English teacher) used MediatorPro in his poetry unit. Students created poetry (with pencil and paper), turned it in, wrote reviews, turned them in, collected related pictures, and put them all together into a meaningful end of the unit project. Had an open house to show off the project to other students and parents.
www.mediaworkssoftware.com/products.html = project-based learning
Reaction from class: Glad to hear that we can now do our digi stories on technology itself.
http://www.shmoop.com/brave-new-world/
*using authoring software could be helpful for creating an end of the unit culm project (ala MediatorPro, Peter Dreher article)
* http://rubistar.4teachers.org/ for making grading rubrics
Peter Dreher (English teacher) used MediatorPro in his poetry unit. Students created poetry (with pencil and paper), turned it in, wrote reviews, turned them in, collected related pictures, and put them all together into a meaningful end of the unit project. Had an open house to show off the project to other students and parents.
www.mediaworkssoftware.com/products.html = project-based learning
Reaction from class: Glad to hear that we can now do our digi stories on technology itself.
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