EDUC 6714 Reflection

The differentiation station group was very heterogeneous, with an art teacher, two special education teachers, myself a first grade teacher, and others. I found that we all looked for resources that we would use, not necessarily that are broad enough to work for each teacher. What I gained from the resources that my group shared was perspective on how they differentiate, and questions of my own. One person posted a link to an art museum that had a lot of great art information, which made me wonder what museum websites I might be able to access that align with what I teach in first grade. Connecting in real time with other individuals in an online program was refreshing, posting to a discussion board weekly feels like always leaving notes for someone but never actually seeing them. It made me realize that while discussion boards might be the easiest choice logistically for me as a teacher, real time interaction would be a lot more meaningful for my students. I will certainly use the many resources we collected as a group regarding determining a student's learning style as well.

As a result of this course, I have come to accept that all students do learn differently, and the difference can be vast or incremental. If I want all students to reach their goals, I need to create different experiences for each of them that will trigger their motivation and learning. I've done a profile on each of my students by watching for the different behavioral indicators of their learning styles and I have also started to offer 2 or 3 ways to complete an assignment. I let them write about it, draw and label, act it out, or tell me orally. This usually pertains to Science or Social Studies. Also, I am using technology to reinforce sight words for students that struggle with recognition. There are quite a few online games and software provided by my school for this purpose. I am trying to take the differentiation process one step at a time so that I can stay consistent, and I am on my way!

EDUC 6713 Reflection

My GAME plan included a variety of goals. As a result, I have learned a great deal about how to keep students safe on virtual communication networks, and experimented with communicating with other classrooms virtually. Also, I am much more aware of all of the choices of virtual networks and ways to use them. I plan to use virtual networking and communication to enhance the year long study of seasonal change next year.

My second goal focused on using technology to assess my students' learning styles and differentiate for their needs. I found many online quizzes that are easy enough for a first grader to read, and give insight into how they learn. I created an inventory of behaviors that demonstrate various learning styles and have been keeping anecdotal records for each student with these indicators marked. I have also expanded my understanding of technology in the classroom beyond computer software, and have been considering using digital cameras and FlipCam technology as an alternate way for students to demonstrate their learning.

For this school year, I plan to lead my class in communicating online with our partner class. Also, I have taught my students how to use both types of cameras and will be experimenting with their ability to use these effectively and making changes as needed.

GAME Plan for my students

As I've been thinking about the GAME plan for the past few weeks, it has often reminded me of the LEARN model that we are encouraged to use in our lesson planning at my school. LEARN stands for: Link, Engage, Active learning, and Now and then. It has a lot of different ways to approach teaching new material, just like the GAME plan has several ways to reach a goal. When I think about using the GAMe plan with my class, I envision combining it with the LEARN model of teaching. Maybe after the Engage and Educate part, we could set a learning goal for the active learning section. Now and then encourages students to "monitor" and look at what they've learned and what new content that they can understand as a result.

Also, setting goals and realistically monitoring themselves has to be taught, so I would start this process as a whole group, and see where it evolved to from there. With first graders, I think that is the best place to start to teach them about working towards meaningful goals.

Evaluating my progress

What have you learned so far that you can apply in your instructional practice?

I have found a lot of ways to assess student learning styles and gained more information about the ways that children in my class learn best. I’ve also learned about a lot of different virtual environments that could work for my students. I’ve also thought a lot and learned a great deal about the safety and security of my students online, especially through reviewing the i-SAFE training I completed last year.

What goals are you still working toward?

I would really like to have a class that my class could communicate with through skype, and now I just need to find a way to find that class and start talking to them!

Based on the NETS-T, what new learning goals will you set for yourself?

I would like to learn more about “collaborating” with other classes through virtual environments on a first grade level. I think that it is really hard to get children that are emergent readers to use wikis and blogs, so I would like to learn how other teachers use technology with young children effectively and meaningfully.

What learning approaches will you try next time to improve your learning?

I would try to find more blogs to give me examples of what other teachers are using in the classroom to enhance their instruction with technology and how they overcame obstacles that I might also be facing.

GAME Plan Update

How effective were your actions in helping you meet your goals?

I feel that I have made progress in meeting my goals. The main hurdle has been thinking out all of the issues that go into my goals and what the real effect will be on student performance.

What have you learned so far that you can apply in your instructional practice?

I have learned that assessment is the key to starting any new instructional technique, Effectively understanding where students are with the material will inform the next steps.

What do you still have to learn? What new questions have arisen?

I still have to learn how to make many of the technologies in education age appropriate for first graders and young children. How much involvement with technology is age and developmentally appropriate?

How will you adjust your plan to fit your current needs?

I am inspired to get in touch with some of my mentors from my undergraduate degree in education and see if they have any insight on how to use technology in exciting and meaningful ways with young children.