Here is the citations for our Movie:
Ron Clark Academy-Permission Pending
http://www.ronclarkacademy.com/media/uploads/space_camp_2008_048.jpg
Andrea Stein-Permission granted
http://girlmogulmagazine.com/blog1/wp-ontent/uploads/2009/06/kids_bird_watching.jpg
ImaginitPhotos-Permission Pending
http://reycenter.org/wp-content/uploads/2008/07/planting.jpg
Photo courtesy of Charles A. Tindley Accelerated School-Permission Pending
http://www.indy.gov/eGov/PublishingImages/Dr.%20Seuss%20Day%20051.jpg
UNESCO/Serraillier http://www.unc.edu/world/Global_Updates_2008/May_June/China%20School%20Photo.jpg
Stoughton Chamber of Commerce-All Rights Reserved
http://www.stoughtonwi.com/2009dancers500.jpg
Felicia Kenney
http://www.westcascadepca.org/projects/images/WCPCA-HomeEconomics5.jpg
The National Academy for the Gifted http://www.thenationalacademyforthegifted.org/images/multiple_intelligences_9.jpg
Boston Public Schools-All Rights Reserved
http://www.bostonpublicschools.org/files/content_images/dad%27s%20day%20at%20trotter.jpg
Raymond Rose-Permission granted
http://www.concord.org/publications/newsletter/2005-fall/images/tpd.jpg
Seigfreid
http://www.youtube.com/watch?v=s2kKjpNWHks&feature=player_embedded
Dan Stefanilo and Josh Daigle give permission to use their video footage.
Friday, September 11, 2009
Monday, September 7, 2009
Chapter 2: Respect, Liking, Trust, and Fairness
What jumped out at me came early in chapter 2. It was a simple quote: "It's okay if kids hate you at first. If you care about your teaching, we'll get past that. We're not going to be receptive to someone so quickly-we're kind of young in our thinking." It was interesting to me to get that perspective from a student. I find it a true statement as well. Teaching is not necessarily a popularity contest. It's nice to be liked, as a teacher you want to be liked. But, you don't have to be liked. Being tough at first is good because it will give your students a sense of your expectations. Once you notice them following the rules and behaving accordingly, then I feel you can loosen the reigns.
This jumped out at me because it was a response from a student I would not normally expect to hear from a student. Usually the student just wants the teacher to be nice no matter what. This student is not too young in their thinking like the quote says. As long as the teacher proves that they care about what they are teaching and show respect to their students, I believe that the students will in turn show respect to the teacher.
This jumped out at me because it was a response from a student I would not normally expect to hear from a student. Usually the student just wants the teacher to be nice no matter what. This student is not too young in their thinking like the quote says. As long as the teacher proves that they care about what they are teaching and show respect to their students, I believe that the students will in turn show respect to the teacher.
Chapter 1: Knowing Students Well
What jumped out at me while reading was the whole idea of having a questionnaire to have students fill out on the first day of school. I feel that it is a great ice breaker for the student and the teacher. The student can say everything he or she want the professor to know as it is a pretty informal series of questions. The teacher can take this information and use it to affect how he or she will not only teach that student, but the class as a whole.
This aspect of the chapter jumped out at me because I think it's a good way to start off the year. The teacher is getting a lot of knowledge about his/her students just by having them fill out this simple questionnaire. They can then use it to gauge how they will go about presenting information to the classroom, as well as having a better understanding of their students and where they come from.
This aspect of the chapter jumped out at me because I think it's a good way to start off the year. The teacher is getting a lot of knowledge about his/her students just by having them fill out this simple questionnaire. They can then use it to gauge how they will go about presenting information to the classroom, as well as having a better understanding of their students and where they come from.
Type I and Type II Technology
Type I technology can be defined as technology in education that helps to continue teaching in the same way that it has always been taught. Type II technology uses new and more engaging ways of teaching.
In middle school, I was in a keyboarding class. The computers and programs we used to "teach" us how to keyboard correctly were very old. There was very little interaction between me and the computer. Whether what I did was right or wrong, the computer program would just continue with the lesson, giving me a simple grade when I was done.
I remember my 9th grade history class having what would be considered Type I technology. We would use these very old head sets and tape players to do activities. There were also a couple of very old computers with some of the oldest french teaching software available. The programs were automated and did not have really any interaction with the user.
My first desktop had some Type I technology programs on it. I remember using some of the flash card programs to help me with things like memory when I was younger. It was easy for me because at the time I would not have been able to do well with a lot of technology.
My high school engineering class used what I would consider Type II technology. It was state of the art, interactive, and fun. I learned what I wanted to at my pace the and the computer would stay with me.
I also took a high school keyboarding class after not being satisfied with what I head learned in middle school. Technology had improved and the computer program I used was much more advanced. It was not boring to me and the computer adjusted its teaching to match my learning.
I remember an activity in my SED class last year where we learning about the technology for learners with disabilities on computers. The programs are very interactive in teaching the user how to operate it. I feel that most computers today use Type II technology in most aspects of their operation.
In middle school, I was in a keyboarding class. The computers and programs we used to "teach" us how to keyboard correctly were very old. There was very little interaction between me and the computer. Whether what I did was right or wrong, the computer program would just continue with the lesson, giving me a simple grade when I was done.
I remember my 9th grade history class having what would be considered Type I technology. We would use these very old head sets and tape players to do activities. There were also a couple of very old computers with some of the oldest french teaching software available. The programs were automated and did not have really any interaction with the user.
My first desktop had some Type I technology programs on it. I remember using some of the flash card programs to help me with things like memory when I was younger. It was easy for me because at the time I would not have been able to do well with a lot of technology.
My high school engineering class used what I would consider Type II technology. It was state of the art, interactive, and fun. I learned what I wanted to at my pace the and the computer would stay with me.
I also took a high school keyboarding class after not being satisfied with what I head learned in middle school. Technology had improved and the computer program I used was much more advanced. It was not boring to me and the computer adjusted its teaching to match my learning.
I remember an activity in my SED class last year where we learning about the technology for learners with disabilities on computers. The programs are very interactive in teaching the user how to operate it. I feel that most computers today use Type II technology in most aspects of their operation.
My MEL experiences
- Student/Teacher relationships: My favorite teacher is one whom meets all the criteria listed under this category in the learning model. Mr. Dufour was my freshman year history teacher, and was fun, respectful, and had a great sense of humor. He had a great attitude and though he expected a lot from his students, he made learning enjoyable.
- Helping Students Succeed: My sophomore year high school science teacher did not do much to help her students succeed. She often talked at us, giving us all the information we needed without having us do any of the work. She would ask questions, call on someone and if the slightest hesitation was noticed, would give the answer. She challenged very few minds in the class, giving us, her students, low confidence in our knowledge of science.
- Hands-On: This past summer I took a summer-term Geology class with Dr. Gibson. The class was very much hands-on, as we spent the majority of our class time out in the field studying and analyzing. I learn better as a hands-on learner myself, so this was beneficial to me. Going out into the field and doing my work there led to me being a more productive student in the classroom as well.
- Learning Styles: Last year I took an introduction French class. I believe that for any language being taught, a professor can fairly easily use styles for multiple intelligences to engage all students. We watched videos, did written work, had oral exams, and commonly spoke in French with other classmates. This is a perfect way to reach out to students who learn better in any of the multiple intelligences.
- Autonomy: I was fortunate enough to have been enrolled in an engineering program while attending Lewiston High School. This involved a lot of independent work and decision making. I did a lot of my own learning in this class, all part of the hands-on experience I find most helpful. I designed and created many things, and won a couple of awards along the way, showing the knowledge I gained while in the class.
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