Week 9 Reflection

This question has really challenged be to evaluate how I go about teaching. I realize that I am very much a visual learner, but at the same time benefit from the kinesthetic approach to learning as well. That said the below are suggested strategies for visual learners:

1. Video Tutorials- these allow individuals to walk through the process with guided instruction, but also incorporates hands-on learning. For example, in EDTECH 502 we were asked to create several Web pages using Dreamweaver. I benefited grately from the 30 minute videos each week that directed me in each step. Being able to see the icons I should be clicking, or what my page should look like when finished, helped me to self-assess my work.
2. Fill in the blank handouts- Another tool that can be used is to have handouts set-up with purposeful blanks left. This would allow students to look at the entire page of notes and visually fill in the gaps as they listen to a presentation. It would engage them since they are actively visualizing how to fill in gaps, while also increase their interest in listening as they need the answers to complete the handout.
3. Digital presentations- Instead of using traditional Powerpoints use more modern presentation tools such as Prezi, Google Slides, SlideRocket, etc. (a more comprehensive list can be found on this blog). All of these are engaging and captivate the interest of visual learners.
4. Mindmaps/Webbing/Pre-writing strategies- These are ways to which students can create a visual representation of their thoughts and ideas. It would also provide students with direction for their writing. Many students are intimidated by the writing process, but being able to organize their thoughts beforehand would provide a road map and allow for more effective revision.

The assessment proved that I was heavily dependent on visual and kinesthetic activities, but it was clear that I am definitely not an auditory learner. Thus, it became important that I explore the strategies that would be most beneficial to auditory learners. Below are some of the strategies that I think would be effective.

1. Podcasts would allow students to listen to content and absorb what they hear. The other benefit is that podcasts reach across a wide range of genres from politics to religion to comedy. Thus, they can serve educational needs while also offering entertainment and pleasure as well.
2. Audiobooks- Instead of reading, many people have taken to audiobooks. Not only do they compliment the strengths of the auditory learner, but they are mobile and can be played anywhere from the classroom, the car, or even from an iPod being used during exercise.
3. Audio Presentation tools- VoiceThread, Audacity, Youtube, AdobeVoice, etc. are all resources that record the individual's voice in alignment with a presentation. These tools present the learner yet another opportunity to hear the material as opposed to just looking at it and being forced to engage in visual learning.
4. Oral assessments- This would require creativity, but could involve a system where questions are read out-loud for students. Moreover, students might give their responses to questions orally and offer teachers the opportunity to assess knowledge through verbal presentation of material.

One of the most difficult aspects of teaching is figuring out how to meet the needs of all students. Each is uniquely created and designed, thus differentiating instruction is essential in order to help all the learn. At times the task seems impossible and extremely daunting, but evaluating resources and experience combine to make a better teacher that can reach learners through a variety of modalities.

Week 8 Reflection

I am pleasantly surprised that the INACOL standards align with the standards that any good teacher should expect to achieve in the classroom. In reviewing these standards I believe that standard D maintains the most importance. The standard reads that, “The online teacher promotes student success through clear expectations, prompt responses, and regular feedback.”  This standard holds such great significance because teachers must be constantly setting the bar high for student achievement. If students are provided quality feedback and asked to turn in quality work then they will find themselves successful in the classroom. I don’t believe there are any standards that can’t be transferred to the traditional teaching setting. All standards reflect the expectations for quality teaching, except these standards pertain more specifically to the online environment.

In the readings this week I felt I was exposed to a plethora of potential digital resources. I continue to toy with the concept of blended learning, but found myself particularly engaged in the Discovery Education site. The topics/lesson plans available are all relevant and applicable to the classroom. I was particularly challenged to figure out how I could take the traditional classroom (to which I teach) and push students to participate in an online learning community.

Thus, I began researching different avenues for creating a virtual lesson that would logistically pan out with my limited available to digital devices. I’ve always been fascinated and thankful for the lesson plans posted by the New York Times. All of the lessons are current, relevant, and most fit into the pedagogy of my classroom design. However, majority of these lessons are catered to the traditional classroom setting and don’t involve using technology. My challenge has been to take these traditional lessons and transform them to incorporate technology. This week I was encouraged to do this yet again. I’ve played with Prezi, Edmodo, and Google Plus, but the lesson plan I created really pushed me to coordinate and figure out how I could logistically use it in my classroom to develop a learning opportunity that is fully online. My goal has been to develop something that would be completely virtual and would logistically work out. I will be putting this lesson into practice tomorrow, and after seeing it play out I will be able to assess the lesson’s value more accurately.

Week 6 & 7 Reflection

In continuing to reflect on the facilitated chat/discussion I have two primary mediums I would like to discuss. First, I initially signed up for SlideShare for my online community building activity, and I expressed my frustration with the site. As a result, I decided to spend more time building my knowledge and skills for using Edmodo, this is a resource I currently use in my classroom and want to get better at using. In this reflection I have also considered my experience in the Diamond group where we developed classroom expectations in the online environment

My experience with both Edmodo and the Diamond group have enabled me to attempt new things in my traditional. Over the course of the last few weeks I have asked my students to participate in online discussions using Edmodo. I posted a series of articles and for each article students were to annotate in alignment with a specific Common Core standard we have been working on. In conjunction, students were given a controversial question attached to the article. Students were to post their thoughts (citing textual evidence) on Edmodo.

I saw similar advantages to what I experienced in the netiquette discussion. My students were exposed to diverse opinions, challenged to think beyond their comfort zone, and forced to sharpen their communication skills.

However, I saw more downfalls. The first being that the class size was not ideal for such a discussion. With 35 plus students in each class it became difficult for students to engage in healthy conversation when so many people were responding. In addition, students had very little experience with netiquette for the online setting. Responses weren’t inappropriate, but students quickly strayed away from the topic.

The big thing I saw was that the physical teacher presence isn’t necessary for student learning and appropriate discussion; however, the teacher presence is extremely beneficial in facilitating. I see so much value in having conversation face-to-face and being able to speak in the moment. In all honesty, I’m not sure where I plan to go from this point in helping my class engage in online discussion, but I do know I am open and ready for new experience. Thus, I really appreciate the resources, challenges, and opportunities being offered in 521.