What I learned in this class

In this class I have learned the use of technology from the computer in ways that I did not know. I learned how to use different Microsoft applications such as power point and clip art. I learned the use of live text to create templates to create and complete my assignments. I learned how to create and do lesson plans with and on different templates. I learned how to create study sheets. I learned all of these applications and assignments with the use and the aide of technology through the computer.
In this class I also got the experience of learning through the use of visual aides from video clips off the Internet. Some of the knowledge I forgot about I got an opportunity to go back into my memory bank and recall some important names. I recalled famous philosophers that contributed and incorporated their knowledge and insight in the educational process. I learned how and what they said the applications that are used in knowledge, learning and the educational process today. I got the experience of learning about my own educational philosophy.
My most valuable experience was being forced to challenge myself in ways I have not been challenged in years. I was forced to compare my work to be graded and assessed based on different types of rubrics and not what my professor taught may or may not be a good assignment. I have been challenged to raise the bar, standards and expectations not to get a grade in class but to truly build my character. There is much that is expected and required of me to become an educator but the standards had to be set because one day I will be an instructor. There will be others in the school and the community depending on me to be the best so others can have a representation to model after. Or be the best teacher possible so I am able to give something positive to each person walking through that classroom door. That once they leave I would have known they truly learned and comprehended what I was teaching. To me EME 2040 has been a changing role, a standing up to the plate experience. I truly got to understand to whom much is given much is required.

Technology in Instructional Delivery

I have learned that technology plays a major role in any instructional delivery. Instructional delivery deals with face to face interaction and instruction. Instead of that learning being face to face it is advanced with the use of technology. Most common use of this technology would be the computer. Where the computer will provide the resources and the delivery is distant learning away from the traditional classroom setting.
I have also learned that it is more flexible with technology in the instructional delivery. Take for example an individual who works, one will not be limited to a classroom schedule. That individual will have the flexibility to access the same class with the same materials in the comfort of that individual’s home. Or an individual who is disabled and can not move around freely. This individual will still receive the same educational instruction through the use of technology. There is also more interaction from the learner and the learner is forced to be more critical in one’s thinking.
With the use of technology in the instructional learning, the learner must have some computer skills to understand and complete the task. Use of technology can also aide in drills, simulation and problem solving. As for the instructor there would be little use for the traditional chalkboard and chalk. With the computer the instructor could relay the same message or materials at the same time to all the students. Instruction can be given in the classroom and then followed up with instructional activities online with the use of technology. Technology can also help with tools that will assist the students further in the learning process. New skills learned could be reinforced with the use of technology.
Technology can also help with learning on the instructor’s behalf. For example a learner who may not be fluent in a language can use technology and have that same material translated in that individual’s language completed by the individual and then translated back into the language that it was originally given. Students of this generation are heavily involved with technology and the use of technology in the instructional delivery can close that gap. It can also help students to communicate away from the classroom setting. Technology has and is changing the way things are being done including the area of instructional delivery.

Educational Philosophy

Educational philosophy
Philosophy is not the set standards but a guide and everyone plays a role in what they believe will work. There are six philosophies that are taught in education. They are Perennialism, Existentialism, Progressivism Education, Social Reconstructionism, Pragmatism/Experimentalism and Essentialism. Each is different in the concept of what is best or works best for the teacher and or student. It is learning style that one feels comfortable with and suites the individual. Each is based on education. It is followed by teachers, administrations and schools.
Perennialism philosophy is the philosophy that believes that one should teach the things that are important to everyone everywhere. By these practices one will develop. Progressivism is based on the student’s need. The overall learning experience is focused upon and not only based on standards. In Existentialism the focus is the student itself. The student is vital and should not be explored by society or the teacher. Essentialism the focus is on the needs of the school and its survival. Social Reconstructionism school is the place for order. School setting is important and this will come through changes in society. Pragmatism/Experimentalism experience is through reality. In this philosophy everything is based around what an individual experience.
When it comes to what I believe, I feel connected to the Perennialism and Progressivism Education. These are the two philosophies I believe in; therefore, these are my educational philosophy.
In the perennialiism philosophy a great demand is placed upon the students in terms of learning. The students are responsible to get the understanding of the lesson being taught or introduced by the teacher. There is not that much emphasis placed on learning discipline form textbook learning. This philosophy believes since science is always changing it should not be taught. Learning is dialog based and the teacher is the one introducing the ideas to be explored.
In the Progressivism Education each person is unique and that uniqueness and talents are focused on. Here again the student is the focal point of the learning experience. This is more like hands on approach to education one will learn by what is done. As stated earlier one will have to find the philosophy that will work for that individual and student to ensure success.

Digital Story
This style of portfolio is from the constructivist aspect of learning. Digital story has created a form of a new movement. This movement takes ordinary people and uses aspects of their personal life to tell a story. The use of technology and multimedia is applied to all aspect of the story. Digital photos are used; sound tracts, voice recording and backgrounds are all combined to produce a digital story. Most of the work is done through a workshop type format.
Digital story is nothing more than a storytelling style. It usually runs within a time frame of about 2 to 4 mins. In length. For many it is considered to be fun, inspirational, inspiring, and many believe that it has ties with learning. Some of the use in education is that, it is used as an assessment tool in combination of a portfolio. When the portfolio is combined with the digital story or contains it, one can have a better understanding of that individual’s ability.
A digital story has some major elements. There are seven elements critical to a digital story. A digital story must have a point of view that is going to be directed to the audience it is trying to captivate. It also must pose a dramatic question also addressing the audience. It should have an emotional content that holds the audience attention. It should contain the voice of the person telling the story. Reason being is the narrator of the story if it is the individual will have a connection to and with the story. The sound tract should also be taken into consideration because it will help with the story. The economics aspect should also be considered. One does not want it to be too costly and the pace at with the speaker are speaking should also be considered when creating a digital story.
Digital story is considered to be deep learning because it has elements of new ideas combined with what is already known and it can help one with problem solving. There is also a reflective aspect to digital story where one can think or ponder. Most of all it is something that can last for a very long time.

Telecollaborative lesson plan

Telecollaborative Lesson
In this form of lesson planning the lesson is web based, and the information and style is from the Constructivist lesson format. This type of learning is mainly involved with the use of technology and the internet. Also because this type of lesson is Constructivist based it deals with group settings as well. All of the information and groups involved interact with each other through the web. Also the lesson has to match the needs of the group and appropriation as well should be considered. Just like the Constructivist lesson plan this lesson plan allows the students involved to gather all the resources and materials needed to complete the lesson plan with minimum guided help from the instructor.
In this format of lesson plan the students that will be participating will team up and pull their resources together. This form of learning is also idea if other cultures or ethnic groups are involved. Different ethnicity and cultural awareness can arise and spark an entire level to this learning format and style. As a result the groups can learn other interesting facts about the groups they are teamed up with. The Telecollaborative lesson is also modeled after the Inquired Based Learning because questions are used to bring about the overall learning experiences.
In order for this lesson plan to be a success the instructor should also remember that the goals of the lesson should be tied in with the curriculum. In other words what is to be learned does it match up with the goals of the plan is the question to ask when considering or using this lesson format. Also keep in mind that time will be a factor and it should be maximized and cost effective for everyone participating in this lesson format. Many individuals will not use this form of lesson because the instructor in charge of the lesson must have sufficient and be fluent enough with the internet to effectively use this lesson plan. Therefore, because technology will be the back bone for this form of lesson all assignments will also be technologically based. What the students learn and what the will be doing on the internet is a key factor with the Telecollaborative lesson plan.
Also keep in mind that when using this form of lesson check and see what others on the internet have done and compare the information. One may also invite others to join the group and extend the communication. One may also use this format when using the telecollaborative lesson plan Interpersonal exchanges, information collection, problem solving projects, and electronic process writing.

Cooperative and Collaborate Learning

Cooperative and Collaborate Learning
This form of learning took off during the 1980’s. It is a form of learning that deals with involvement mainly on the part of the students. It involves a team effort and everyone is encouraged to work together. Here student explore questions or work on a meaningful project. This involves a structured activity where strengths and weakness are developed to bring about an interpersonal skill. This form of learning is based on the constructivist Learning Method.
In Cooperative and Collaborate learning the students involved need to feel safe. They will also be challenged and contribute to the overall success of the task. There is no competition involved. There is a deep understanding of the task. Self motivation and self esteem are also developed. Students also learn about conflict resolution. Some of the other benefits of this learning are students will have hands on knowledge about diversity, acknowledgement, interpersonal development, activity involvement and more feed back on the topic discussed.
There have been many critics against the plan as well. Those you would say that the teachers using this plan are avoiding actual learning. Working in groups may not be beneficial for everyone. There could be a mixed matched with strength and weakness on the part of those participating. Also the question of who determines the size of the group involved.
For those who are for the plan stated that there is a structure to the format. The group learns how to resolve conflict within the group. Strength and weakness are addressed. There is a measurable method used such as the rubric. There are also reflection done on a regular basis and everyone is encouraged to do their best. This form of learning can also be used in any classroom setting. Questions are the basis of this plan because it links the interest of the students to bring about an expected result.
Lately the internet has been used to incorporate the learning process. With this technology there is no limit on who can participate. Students can participate with each other within or out of the district. Projects are done on the internet and students correspond with each other through emails. Also by using the internet this will help the students to have more access to more information that can be used.
Cooperative and Collaborate Learning is truly a learning experience for all involved.

Inquiry based Learning

Inquiry based Learning

This concept of learning is involved with processing information based on the five senses. There should be a content of the subject, conceptual framework processing of information skills and a nurtured habit mind. Questioning is vital in this learning because the more levels of question gathered, the more an individual will have to process that information to obtain knowledge. Knowledge is not only obtained by mastering a task but also involve active participation in the process. Processing and problem solving is also an essential in this form of learning. The environment and how one views it is also a key in this learning form. Through inquiry based learning one is prepared for life ahead and life long learning.
With this form of learning an individual learns from learning about things. The mind is nurtured in this process to form learning. With this approach to learning the individual learns to be a critical thinker. When this type of approach is used in the classroom setting the individual devise and makes a connection with the skills that are taught and applying it to everything around. This style of approach lays the ground rule for discipline and respect for information. Here the student is involved with the learning process. A willingness to learn and explorer is developed. The student asks questions, purpose explanation and use some form of observation to develop learning and critique that individual’s learning practices. In this learning environment the teacher is also actively involved.
Dewey and Socrates believed in this form of learning. Dewey proposed learning based on the real world and Socrates learning based on the environment. With this an individual not only completes school but learns to deal with the complex issues of life. This form of learning makes that transition more cop able. Everyone can be an active participant in this form of learning from the home to church and the community. An important element to remember is how one comes to know the information and what is used to make this happen are some vital keys to knowing about inquired based learning.

Constructivist Lesson Plan

The constructivist lesson plan uses six basic elements to come up with a strategy of how the learning process will occur. It is based on scientific theory and observation. It details and contains the elements of learning. Through this process we formulate our own ideas and thoughts. Once this happens everything is developed and learning occurs. The elements that are used to gauge this process consist of situation, grouping, bridge, question, exhibit, and reflection.
In the situation phase a manner of how order is addressed is dealt with for the student to sort out. There must be a title, problem solving, answering of questions, conclusion drawing and goal setting is stated all centered around how the student is going to come up with their own understanding. Next is grouping of team, individually or together. Then the other part deals with materials and how they are going to be for explanation and event. These are the two headings under grouping. Then a bridge is formed so prior understanding is worked into what will be taught. This could be explored through a game. Then the question phase which is used also as prompts to continue engaging. Also there is the exhibit phase similar to a show and tell. Finally, there is reflection where thinking and thoughts are emphasized; here one can look back on what was learned.
In the constructivist lesson plan there is always active sharing of information and everyone is involved in the learning process. The teacher is merely guiding the thought of the student to bring about learning and understanding. There are always suggestions being made in this lesson plan for the student to engage into. In this lesson plan the student’s opinion is taken into consideration and everything is relevant in this process. Concepts of learning is addressed and taught with the student in mind.
Student knowledge to learning ration is displayed in this form of lesson plan. Encouragement, engagement and active participation are all essential in the constructivist lesson plan. In the constructivist lesson plan the role of the student and teacher are always changing to bring about learning. One could say that with this lesson plan thinking is a criterion. All of these concepts are taken into consideration when formulating a constructivist lesson plan and learning is continual.

What is the diffence between the behaviorist and constructivist lesson plan

The difference between the behaviorist and constructivist lesson plan format

In the behaviorist lesson plan format everything is virtually structured. There is a set format and everyone adhere to this strict format with little or no room for variation. Learning is similar to a set time frame and an event occurs in a series of sequences. The teacher’s role is one that is centered on structured experiences. Lesson is given with guided facts outlined. The teacher is basically the only lead person in this format. In other words one could say that the teacher is the leader and the students are not active followers. On the other hand the student role is a recipient with little or no input. Information and knowledge is given and that individual only receives the facts. Everyone is expected to be learning at the same time and at the same pace. All students are given the same lesson materials and work independently. The mood of the classroom setting is set or planned and focus is the key. The activities are set based on seatwork, testing, lectures, and discussions. Testing is based on written information. In this type of format one can see that everything is systematically placed together.
On the other hand the constructivist lesson plan format is one that goes beyond structure and more hands on approach. Although there are guidelines there is still room for deviation. Learning is not set on specified time fame. The teacher and the students interact. Mainly the focus shifts from teacher to student in an effort to enhance thinking. Information is given based on facts. Then an exploration takes place where prior knowledge is discussed and all information is gathered. There is a bridge that is set to enhance the learning process. Students play an active role as well in this type of format. The teacher is the leader but the students are active participants. Everyone is not isolated. Students can work as groups and individually. In this setting grouping and hands on is the key. In other words one may say that this format is not as strict.
When compared side by side on can see that there is a difference between the behaviorist and the constructivist lesson format and they are not the same. Students still learn regardless of the format use and the teacher is still in control. Facts are given but the format of how the information is displayed is different. As one can see the learning process varies and the guidelines used to bring about learning varies as well. Regardless of the format used as long as the information is given correctly everyone can benefit from using a lesson plan format.

What is a lesson plan

What is a lesson plan?



A lesson plan is a tool that may be used to give guidance or an agenda that will clarify and identify what will occur and the focus it should include elements of knowledge, comprehension, application, thought and evaluation. It will help define the teacher role and the student role. It should help with keeping everyone on track with given expectations and goals. It will also help with the planning and how one intends of developing a level of learning. It helps an individual to select a topic for discussion in the form of a title. It should also have requirements and standards to follow. The title should be clear and to the point. It should be constructive with relative keys and stated outcome. It should include a set time frame for when the assignment will be due. By doing this it will create accountability. A lesson plan will help an individual to choose what type of materials will be used to enhance the topic being explored. It will help evaluate the different methods that can be used. It also helps an individual to create an objective and bring about achievement. It will aide the teacher to give input and for the students to show learning skills. This will help the teacher to give input to help direct the student in understanding. It should reflect on the individuals learning and understanding of the topic. This type of learning can also be hands on or this can be done in the form of problem solving techniques. It should bring about discussions and questions on the topic given. This will show what knowledge the individual have about the topic. By doing this one encourage learning and one can know what are the preconceived information and how it will help with the based information. It will also help in realizing what the levels of understanding and weakness are. A lesson plan should also assist in guided practice. If an individual needs to be pushed and when to be push beyond the level that individual is at. This will help in the learning approach. This can be done on an individual level or a group level. It also will help with creating an environment for learning. And at the end it should have an evaluation such as a test to demonstrate knowledge learned. All of this should be done with relation to the text such as a textbook.

learning

Teachers are the building blocks and are the ones that help mold, shape and bring out the best that an individual is capable of. A teacher should also believe that each person is valuable and therefore should be given the ability to learn. A teacher should also strive to ensure that, that individual sitting in the classroom feel as if they are the most valuable, unique and special person at any given moment. My desire is to be that teacher. Teachers have to be flexible to meet all challenges facing being educators and I am up for the challenge. As a teacher I feel that I can be an example of what I expect my students to be. I will strive for the best and seek and use all resources at my disposal to bring out the best in each student I am assigned to.
When an individual leave my classroom setting I want him/her to know I have given my best therefore they can go and be their best. I see myself as not only being a teacher but also a mentor for the future leaders in this society. When we as teachers teach, we should help bring out the best in each person. Excellence is always the goal, once the goal is set I feel as a teacher I will enable the students in my care to strive for the spirit of excellence. We may not all get to the finish line at the same time my goal as a teacher is to make sure we all get there. At the end of the day I want the students in my care many years from now say to their children or grand children I once had a teacher that made a difference in my life. I want them to remember always the accomplishments that they achieved as a group was always celebrated and each person had a part and was unique. This is some of the reasons why I want to be a teacher. I want to be that building block that helps create the building.