How can I facilitate a student-centered classroom?
Teachers will need to realize that they will spend more time teaching "soft skills"such as time management and working in small group skills. The teacher role will change in that he/she will be assisting student in decisions about learning but the students will direct their own projects. Teacher-facilitators must also tolerate the ambiguity and flexibility inherent to student-centered learning. In directed classrooms, learning management is controlled by the teacher. Student-centered learning has students exploring areas that may be unfamiliar to the teacher; the range of questions about content and relevancy can be quite broad. The teacher has to understand the management of this dynamic environment. The need for scaffolding, modeling and guidance by the teacher is heightened.
How can I use technology to support my instructional practice?
Many student-centered pedagogies include technology as an integral element in the learning process. Teachers must be confident integrating technology into their classrooms. Teachers have the opportunity to increase the authenticity of content and tasks by reflecting the actual work of professionals in the field. Technologies, such as scientific processes, computer technologies and electronic resources, lend credence to these assignments by demonstrating appropriate and purposeful uses. When integrating technology, teachers may need to become a teacher of technology, as well, expanding the content area. Introducing students to Internet resources, science probes and spreadsheets can become part of a
Saturday, November 28, 2009
Module 6
How can I help my students become self-directed learners?
To assist my students in becoming self-directed learners, I need to provide them with rubrics, check-off sheets, and tic-tac-toe choice option sheets. This allows my students to know the expectations, while still allowing them choices in learning as well as a means of tracking their progress to meeting deadlines.
How can I support the diverse needs of learners?
Supporting learners with diverse needs involves adjusting the content, process, products, and or learning environment so all students are successful while working within the same content goals.
To assist my students in becoming self-directed learners, I need to provide them with rubrics, check-off sheets, and tic-tac-toe choice option sheets. This allows my students to know the expectations, while still allowing them choices in learning as well as a means of tracking their progress to meeting deadlines.
How can I support the diverse needs of learners?
Supporting learners with diverse needs involves adjusting the content, process, products, and or learning environment so all students are successful while working within the same content goals.
Tuesday, November 17, 2009
Module 5
How do I assess student learning?
My students complete worksheets, give reports, and create student products. Students often give and receive feedback from peers. I don't use rubrics as much as I should because they take time to create, and ones found online don't often meet the criterion or agenda I had in mind for my students.
How do I involve students in the assessment process?
I provide my students with a Tic - Tac - Toe board where they must choose from a variety of activities to complete during a specific time period. For book reports, each student has a sheet for each genre of book with lists of reading, writing, and technology activities. Students choose the genre, and then 2 activities from the reading and writing section and 1 activity from the technology section. These items allow my students to feel like they have choices
My students complete worksheets, give reports, and create student products. Students often give and receive feedback from peers. I don't use rubrics as much as I should because they take time to create, and ones found online don't often meet the criterion or agenda I had in mind for my students.
How do I involve students in the assessment process?
I provide my students with a Tic - Tac - Toe board where they must choose from a variety of activities to complete during a specific time period. For book reports, each student has a sheet for each genre of book with lists of reading, writing, and technology activities. Students choose the genre, and then 2 activities from the reading and writing section and 1 activity from the technology section. These items allow my students to feel like they have choices
Tuesday, November 10, 2009
Saturday, November 7, 2009
Module 4
How can the creation of a student sample help me clarify my unit expectations and improve my instructional design?
Producing a student sample allows me to better gauge the time expections for developing the product. Once I have used the tool myself, I will be better able to anticipate problems or issues that may arise and be able to better guide my students in the use of the technology. The production of a student sample also allows me to design a compatible rubric.
How can I ensure students will achieve the learning objectives when creating their student projects?
Providing a sample as a guide and reviewing it with students to discuss how it relates to the rubric and desired learning outcomes, students will better understand their learning goals.
Producing a student sample allows me to better gauge the time expections for developing the product. Once I have used the tool myself, I will be better able to anticipate problems or issues that may arise and be able to better guide my students in the use of the technology. The production of a student sample also allows me to design a compatible rubric.
How can I ensure students will achieve the learning objectives when creating their student projects?
Providing a sample as a guide and reviewing it with students to discuss how it relates to the rubric and desired learning outcomes, students will better understand their learning goals.
Monday, November 2, 2009
Module 3
This module has helped me think about the impact of the Internet on my students in the following ways...
The Internet allows my students to access tons of resources for research, but they must learn to determine when a resource has legitamacy. The Internet assists in meeting state standards and creating a student-centered classroom. Students have access to experts in a variety of fields, and to other students around the world.
The Internet allows my students to access tons of resources for research, but they must learn to determine when a resource has legitamacy. The Internet assists in meeting state standards and creating a student-centered classroom. Students have access to experts in a variety of fields, and to other students around the world.
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