Final Tech Post

Overall, I do feel more 'tech savvy' after completing this course. I loved using the SMART board software, and will definitely use it in my classroom, and GoogleDocs rocks my world! I made a MOVIE. Never thought I would be able to do that, and I don't see myself using it in the classroom just yet, but maybe in the future as an independent study project. Making the Vokis was really fun, too.

I don't know that I would use some things we talked about in my own classroom, like Glogster, but knowing how to create and run a wiki I think will be handy and is a great communication tool for teachers, students, and parents alike.

I'm interested in learning new technologies, especially things that help me to organize my life! Like I said before, and I will say a thousand times over, GoogleDocs is amazing, and I also really love the idea of Diigo lists and having everything stored online, so accessible! I feel comfortable with the technologies we covered in class and am eager to learn new ones as well.

Been reading through the bloggggggs...

... and I found some pretty cool stuff!

I love how Dave, Mel, and Megan chose to get really involved with their blogs, adding extra posts about cool stuff like videos, HP references, and awesome layouts (you English major, you!) I especially enjoyed the link Dave posted from The Nature Conservancy on finding your carbon footprint - totally took the test it was great and I'll probably use that in my classroom at some point. All sorts of awesomeness going on in these blogs - I loved reading them all!

It is great to see how my peers are faring in the program, whether it be progress in T2P-writing or just the openness that everyone writes with in their blogs - it both puts me at ease about where I think I fall, and also inspires me at the same time. Google Reader makes it so easy to read through everything! I've added all of my knitting and sheepy blogs to the reader as well so I can keep caught up on my woolly news too.

I will be checking up on these blogs, friends!! Don't let this be your last post - I really like reading them :) I'm also flattered that a few of you chose to quote my blog... you're all so great.

Web Resources

After looking through some of the websites available for student and teacher interaction in the classroom, I saw Wikipedia on the list and thought I'd do a quick search for 'agriculture education.'

This is what comes up (Wikipedia, 2011)

Which is great, but then if you click on the secondary education link - NOTHING HAPPENS. There is no page written! This got me thinking, I could totally have my upperclassmen write that page, and share it with the world! They would be working together as a team, and connecting with the entire world, on a notoriously recognized website. Students could access their work from home, and I would probably have them compile everything first in a GoogleDoc until we are ready to officially post. Kind of excited for this project, actually. It's a big undertaking, with some definite research involved, but it would be so cool.

A second site I plan on using in my classroom is, no surprise here, the 4-H Virtual Farm Tour through Education World (Virginia Cooperative Extension (2000). Some of the things are a little corny and geared towards younger children, but there is a bunch of good vocab, interviews with real people, and quick review games.



Virginia Cooperative Extension (2000). 4-H virtual farm. Retrieved June 29, 2011, from http://www.sites.ext.vt.edu/virtualfarm/main.html

Wikipedia (2011). Agriculture education. Retrieved June 29, 2011 from http://en.wikipedia.org/wiki/Agriculture_Education

Theory to Practice Week 5

When dealing with learners, it is helpful to understand physical stages that affect them in addition to learning theories and social contexts, learning environments and influences, and more. If an educator understands the chemical, biological and physical changes and stages that affect their learners, they can make  better sense of possible solutions to problems that arise in the classroom because these factors combine themselves in various ways within the mind and body.

For example: if the is a student who is not performing in class, an educator can choose various pathways to address the issue. This teacher may call upon the student's past experiences and conceptual frameworks in a Vygotskian sense, where they are checking to see what previous data has constructed and where the student is in terms of the zone of proximal development for the concept/content area/task at hand. If the teacher finds that the student in question has a lower ZPD level, but that their conceptual framework supports the idea (i.e. the idea is clear to the student but the student is still not performing), they may come to the conclusion that it is motivation that is holding the student back. In this case, the teacher may try to inspire the student to foster intrinsic motivation, or through various extrinsic motivators.  When considering the use of extrinsic motivators such as positive reinforcement of good behavior (progress towards performance of task) as Skinner would support, it would behoove the teacher to understand how repetitive use of positive reinforcement changes the 'neural net' within the brain, and the chemical and emotional repercussions that may ensue.

A Good Teacher...

A good teacher... cares deeply about her students as a whole. Not only the group as a functional unit, but about each individual as a 'whole person.' A good teacher knows their content area like the back of their hand, is enthusiastic about sharing their knowledge with others, and presents that content in clear and multi-faceted ways (caters to many different learning styles and levels of understanding). A good teacher keeps in mind where their students are coming from, inquires about their previous knowledge and takes that into consideration. A good teacher loves learning themselves and vows to share that love with their students by facilitating intrinsic motivation. A good teacher is a role model for their students in and outside of the classroom, and inspires morals of respect and decency in the people around them.

from week 4's theory to practice, embellished in bold:

"The more theories that are presented for consideration, the more it all seems interconnected. If an educator can merge the basic concepts of multiple learning theories into a theory to practice, they are more likely to inspire whole person, optimal learning in their students. For example, it is helpful to understand Vygotsky's idea that students may come in with different conceptual frameworks and ZPD levels, but when merged with the theory put forth by Yero that teachers' past experiences shape the way they themselves teach, it gives another angle to consider. 
By employing Hansen's model of morals and ethics in their classroom, by displaying good moral judgement themselves, a teacher can evoke and inspire these values in their students, inside and hopefully outside of the classroom as well. When an educator hits a roadblock in the classroom, the more theory and experience they have to reflect on the more efficiently they can solve the problem."

Tech tools for special needs students

Technology is too cool sometimes! The technological advancements made today are helping the world connect to each other; helping to connect everyone, including those with special needs who may feel behind. Communication is the cornerstone of teaching, and today we can be clearer than ever before with the help of a few cool devices.

I have worked with students with hearing impairments before, and most recently a common solution for these students has been a microphone for the teacher/speaker to wear that sends wireless signals to an amplifier-type hearing aid the student wears. The microphone usually hangs around the speaker's neck on a lanyard, and is transfered if necessary very easily. They do not interfere with classroom instruction, and allow the hearing impaired student to be anywhere in the room to hear comfortably.

For a student with low-vision, an e-reader may be helpful. E-readers such as the Amazon Kindle and Sony Reader offer large print adaptions of many texts, readily available. The Apple iPad also includes screen magnification and VoiceOver, a screen-access technology, for the blind and visually impaired. DAISY talking books are another option for the visually impaired.

For those students that may only need temporary aid, as would be the case of a student with a broken arm, wouldn't it be nice to not have to bother the student sitting next to them to have to type up all of their papers and homework for them? Oh right, there's a technology for that! Speech-to-text software is available that will convert the student's spoken words to text on the computer screen - they can compose their own paper without writing at all! This software may also be useful with an autistic student who may have trouble with grammar or spelling (really, any student having trouble in those areas may benefit) as the software lessens the burden on the speaker to control both the concepts and composition as well as grammatical tasks.


Apple Inc., (2011). Apple accessibility. Retrieved 6/22/11 from http://www.apple.com/accessibility/.

Wikibooks, (2009). Assistive technology in education/DAISY. Retrieved 6/22/11 from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/DAISY.

Wikibooks, (2011). Assistive technology in education/speech recognition software. Retrieved 6/22/11 from http://en.wikibooks.org/wiki/Assistive_Technology_in_Education/Speech_Recognition_Software.

Learning Theories Week 4

If/Then/Because statement, Evidence, Pedagogical Terms, Morals/Ethics, Context/Events

"The readings for today's class helped me to grasp what is going on inside my own little learner's brain: I think my personal framework concerning teaching, i.e. the way I've been instructing for the past ten years, differs from all the new input I'm trying to understand. As Piaget might say, I'm having difficulty discerning between what can be assimilated into my previous framework, and what needs to be accommodated. There is so much to soak in, so much responsibility involved in making sure I understand how it all connects - responsibility to myself, as a learner, to my peers and future colleagues, and to my students! I just want to do it right.

Is there a right way to do it all? Or is it not juggling, but a balancing act?

I laugh at myself a little, and then I continue to laugh, because I know that

this is just the tip of the iceberg, my friends.

Bring it on."

Week 4 Edit

If a teacher's own previous conceptual frameworks differ, even slightly, from the pedagogical frameworks associated with new input (theories, concepts, methods), then they may have trouble assimilating and/or accommodating that data, as Piaget suggests learners do with all new knowledge. There is so much to soak in, so much responsibility involved in making sure I understand how it all connects - responsibility to myself, as a learner, to my peers and future colleagues, and to my students! I just want to do it right.

Case Study - Vicki Davis

Davis’ believes that as teachers, we don’t have to be experts on what we are teaching so much as enable our students to learn on their own, with guidance. If a teacher is not completely competent in an area of content s/he is teaching, then looking to students who may have a leg up on that concept is a valuable tool for use in the classroom. As Vygotsky's social theory suggests, students (and in this case the teacher) may be at different ZPD levels; social interaction, in this case sharing with the class how to perform certain aspects of a computer task, enables learning on many ZPD levels. Davis focuses on students' strengths and weaknesses in this way, which also inspires confidence in her students, and also enhances their competence levels by sharing what they understand with others. Her use of the Wiki and DigiTeen provides her students with connections around the world - bringing to the table a level interaction that may foster feelings of relatedness that may have been absent or unclear just on the classroom scale.


Week 4 Theory to Practice


The more theories that are presented for consideration, the more it all seems interconnected. If an educator can merge the basic concepts of multiple learning theories into a theory to practice, they are more likely to reach and engage more students. For example, it is helpful to understand Vygotsky's idea that students may come in with different conceptual frameworks and ZPD levels, but when merged with the theory put forth by Yero that teachers' past experiences shape the way they themselves teach, it gives another angle to consider. When an educator hits a roadblock in the classroom, the more theory and experience they have to reflect on the more efficiently they can solve the problem.


theorists spreadsheet

WikiWikiWhat?

So I guess I'm on the fence about using blogs and Wikis and whatnot in my Ag classroom. It's not that I don't think they're a great resource - it's just that I'm having trouble wrapping my head around what I would do with it! I personally am okay with sharing my blog posts with the world, so everyone can see, but if I assign a reading response and have my students posting it on their blogs, doesn't it change things that they are high school kids? What about shy kids, or those who feel insecure or behind, who don't want to share their work with others besides their teacher? I think that if I were to go so far as to set up blog assignments in the classroom that I would feel the need to use it a whole bunch, and I don't know that I'm comfortable doing that. Not that I'm not or I think the kids aren't tech-savvy enough, I just don't think it's my thing. Not my style.

On the other hand, I do like the idea of a class Wiki in that it's a place where the whole class can come together outside of the classROOM, to tell others what they're doing in class, perhaps to brag a little :). A Wiki would also be a great place to post assignments/syllabi, and to connect and communicate with parents about what is going on in the classroom and let them have access to project due dates and the like. One project I've been mulling over in the back of my head since watching the Survivor Diaries (National Center for Missing and Exploited Children, 2006) video is that students could film and edit public service announcements (to be uploaded onto the class Wiki...) about common misconceptions about the Vo-Ag program and the bullying that occurs stemming from those misconceptions.




National Center for Missing and Exploited Children. (2006). Survivor Diaries. www.netsmartz.org. Retrieved 6/15/11 from http://www.netsmartz.org/RealLifeStories/SurvivorDiaries.

Week 3 T2P... it's getting complicated, yo!

There is SO MUCH involved in teaching! Coming in to this program I knew that I wanted my classroom to a be positive learning environment, a place where students wanted to come to each day and felt safe (physically, as well as safe to express themselves freely). I wanted learn the nuances involved in attending to students' emotional and moral needs, to lead by example in hope of relaying the ideals of respect I believe to be vital to personal growth, as well as conveying my enthusiasm and passion for animals and agriculture. I wanted to learn how to be an effective teacher, but also be chill and approachable.

I still want to learn these things, but the more time I spend in class the more complicated the behind-the-scenes work of teaching becomes. We have to think about how each student may have a different learning style, and plan accordingly. Ok, I can vary my lessons to include different and multiple approaches to concepts and skills. I can design assessments to cater to different styles, and it will be beneficial to all to have varied learning experiences. But it's not just learning styles, but learning abilities developmentally (Piaget's model), social aspects to consider (Vygotsky's theory that learning happens twice; first socially with help and then applied individually), the possiblility that some students' pre-established conceptual frameworks may differ not only form each other's but from the teacher's, and how that affects how they incorporate and understand new information is MIND- BOGGLING.

How is a teacher supposed to juggle it all?

The readings for today's class helped me to grasp what is going on inside my own little learner's brain: I think my personal framework concerning teaching, i.e. the way I've been instructing for the past ten years, differs from all the new input I'm trying to understand. As Piaget might say, I'm having difficulty discerning between what can be assimilated into my previous framework, and what needs to be accommodated. There is so much to soak in, so much responsibility involved in making sure I understand how it all connects - responsibility to myself, as a learner, to my peers and future colleagues, and to my students! I just want to do it right.

Is there a right way to do it all? Or is it not juggling, but a balancing act?

I laugh at myself a little, and then I continue to laugh, because I know that

this is just the tip of the iceberg, my friends.

Bring it on.

Learning Theories Week 3 - Theories Check-up

Question 1 from the pool: "Can you distinguish between assimilation and accommodation? Please summarize each and give an example."

- This question falls into the Comprehension level of Bloom's taxonomy, because it asks one to not only distinguish between two concepts, but give examples of each.

- When a learner acquires a new skill/concept/vocab, it is either internalized through 'assimilation' or 'accommodation.' In assimilation, the learner files the new knowledge into a previously established 'category,' whereas if the learner does not already have a framework where the knowledge fits, they accommodate by creating a new category in that overall framework.

Question 2: "Please describe B.F. Skinner's idea of reinforcement."

- Bloom level Knowledge, because it asks for a definition of a concept/term.

- There are two aspects to the idea of reinforcement: positive and negative. IN positive reinforcement, the learner is rewarded for good behavior, while negative reinforcement involves creating unpleasant conditions until the correct behavior is expressed.

Question 3: "Decide whether forming instruction based on learning styles or learning theories is more effective. Explain why and what that choice implies for future learning."

- Bloom level Analysis, because the question calls for analysis and evaluation of each concept and prioritizing and inferring future implications of their use.

- I personally feel that priority in designing lessons should be given to the cognitive learning theories over learning styles. While it is important to keep in mind that some learners acquire knowledge differently and it is important to vary teaching styles to accommodate that, the constructivist, developmental, and social theories are more basic in terms of necessity. If you ignore the social or developmental aspects of a learner, it is more likely to affect the outcome of the classroom and learners' experience than just attending to their learning styles would because the theories help build frameworks for what everything else they learn is based upon. If a student's framework is incomplete or weak, it will perpetuate learning problems down the road.

Internet Workshop etc.

Similarities between internet workshop, internet project, internet inquiry, and webquest include:
Students gather information to then share with their class, and develop strategies for finding information, as well as reinforcing reading, writing, and communication skills.

Differences between internet workshop, internet project, internet inquiry, and webquest include:

Internet projects involve more than one classroom. Internet inquiry is student-driven, and often more analytical (students must evaluate their own questions/answers).

Learning Theories 'Theory to Practice' Week 2

Today's class helped me to identify my own, as well as others', beliefs about teaching, and how that affects "the mix." If a teacher has a clear sense moral identity and teaching metaphor, then they are more likely to succeed in connecting to their students, because clarity is a vital component to understanding. I still believe that learning is a journey we embark on, and that different paths (teachers' methods for developing competency, age of student, content areas) can ultimately lead to the same destination - but it is not always the destination that matters. The hike itself; being involved every step of the way, falling into holes and climbing back out, discovering both the novel and the expected, developing respect for the things around you (nature, peers, teacher...) and for the process itself.
Factoring in the students' abilities to learn, whether it be dependent on developmental stages, learning disabilities or learning styles is going to be a challenge, but discussing all of these factors with the group is really helpful.

If a student knows how a learning activity fits into the overall course curriculum, then they are less likely to ask "Why do I need to learn this?" and apply its' content to the bigger picture, because knowing where the activity is leading provides clarity of the subject and what is expected of them.

Learning Theories 'Theory to Practice' Week 1

After this class, I feel much more at ease about entering this program! This class was run exactly the way I hope to run my classroom in the future - Dr. Garcia has a lot of enthusiasm for teaching and that helps involve everyone and put them at ease. Realizing my peers' strengths and weaknesses in learning styles (as well as my own) is going to help me design the way I plan my lessons and communicate within my team. Even for six hours, I'm glad we didn't have any down-time because I, as well as others I'm sure, can have a wandering mind if I'm not completely engaged - we were all completely engaged. I am excited to delve more in-dpeth on new topics and bounce ideas off of the group.

Links for use in the Ag classroom

http://www.youtube.com/watch?v=2QuOCwVV6g0&feature=related

This video from Fodder Solutions offers many positive things to a lesson: the video format caters to the visual and aural learners in the class, as well as offers a real-life and modern-day example of concepts presented in lecture. The fact that the video itself is located on YouTube may help connect with students that are familiar with the site, and offers a technology base that most students today are familiar with. I think a "good teacher" should expose their students to current methods and opportunities (such as fodder solutions), and should try to incorporate relevant uses of technology whenever possible.

http://www.agriculture.com/markets/commodities?ordersrc=google3wheatmarkets_cgy&s_kwcid=TC|7446|wheat%20market%20prices||S||5661385498

In reference to the last link, this website would offer to students a 'next step' application. This step is important because it enables the student to take what they have learned and APPLY it to the bigger picture- what affect might Fodder Solutions have on the economy? Exposing students to this website, www.agriculture.com, also opens up a new resource for them to explore other interests in the field on a national/international level.

http://www.extension.umn.edu/distribution/livestocksystems/di0480.html

This last link is to a university's guidelines for horse nutrition. It provides students with tools necessary to evaluate the nutritional value of the barley sprouts presented in the Fodder Solutions video. This is an important tool for the students to be presented with - this way, they can investigate on their own and decide if the information presented in the video is worth considering as a feed option, or if they have been duped! This opens the door to questioning, and no matter the outcome, hopefully students will learn not only what is available as a feed resource, but also be able to evaluate what is being peddled.

Just a little something about me

Intro

Hello World!

This is Melissa signing in, to my first ever blogging experience. I am a TCPC[abcdef]G student at UConn, going for my teaching certification and masters in Agriculture Education. I have been teaching nature and farm-bsed programming for preschool and elementary-aged students for the past 10 years, and also run my own business at home - I raise Romney sheep, and create yarns and sweaters and such from their fleece! I am looking forward to a fast-paced year in TCPCG!