Week 8

EDET 677 Week 8 Can you teach more than you know?

What I took away from this week’s reading is less instruction and lectures, and giving our students more opportunities to take ownership in their own learning (Martinez, et.al., loc. 3965). One of the ways we can do this is to teach students at an early age, responsibility. We can teach our kindergarteners how to properly take out and put away tools and materials, and as they get older find more ways to challenge them and take on more responsibility (loc. 3973).

We can teach students how to rely less on the teacher, and more on their peers. “Three before me,” is a motto that I would like to incorporate in my classroom (loc. 3973). This is where students need to ask three of their peers for help before going to the teacher. I think this method will help students learn to take on responsibility at an early age, and in turn “it benefits them as they learn leadership, mentoring, and collaboration skills,” (Martinez, et.al., loc 3999).

According to Barseghian, there are three trends that define the future of teaching and learning. The first is collaboration. “Collaboration is finding its way into curriculum with open-source sites to which everyone is encouraged to contribute.” Barseghian says the idea is “by working together students figure out how to find common ground, balance each others’ skills, communicate clearly, and be accountable to the team for their part of the project.”

The second trend is using technology-powered tools like Google Maps, Wii, Voice Thread, Skype, etc. “The better able students are to create and communicate with media, the better connected they’ll be to global events and the working world.” (Barseghian, 2011). The last trend is blended learning. “Blended learning is combining computers with traditional teaching.” This is where teachers use home-time online discussions, and use class-time for collaborative projects.

According to Hudson, students want to bring what they’re doing outside of the classroom into their lives at school. They want to learn thru mobile devices, collaborate and use social media. Our students will gladly tell us what their favorite sites are or daily apps. We can use this as a way to incorporate their interests into some of their projects.

I think what it all means is teaching our students how to be independent learners, how to solve problems on their own, make mistakes, and try again. I think these are life lessons and skills they need to learn thru experiences, not from the teacher. “The time you spend with students discussing options and choices you are making will benefit your classroom in the long run,” (loc. 4035).

Resources:

Barseghian, Tina. “Three Trends That Define the Future of Teaching and Learning.” MindShift. N.p., 5 Feb. 2011. Web. 05 July 2016.

Martinez, S. L., & Stager, G. (n.d.). Invent to learn: Making, tinkering, and engineering in the classroom. Retrieved July 5, 2016.

Trierweiler Hudson, Hannah. “Do Your Students Know More About Technology Than You Do? | Scholastic.com.” Scholastic Teachers. N.p., n.d. Web. 05 July 2016.

 

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4 thoughts on “Week 8

  1. I have been using “three before me” for awhile, and it works beautifully. I typically have a student or two that give a little stomp of the foot in the beginning, because they want me to answer their question right then and there. However, it catches on quickly and they realize they have readily available resources all around them. I also like the last quote, “The time you spend with students discussing options and choices you are making will benefit your classroom in the long run.” This goes a long way with your students, because they know they are being heard and their opinions mean something.

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  2. Yeah, I agree, less instruction and lecture and more student ownership! I think I’ve posed before the attitude of some students of mine when they are “stuck” on a math problem. I’ve tried “think about it more… read carefully again… look it up”, but it doesn’t seem to allow students to try to solve a problem. It doesn’t occur to them that they have plenty of resources at their fingertips. The textbook, other students, and (dare I say it) search help online with their mobile device! I jokingly say it’s better to do that than play their mindless game apps, or try to post another SnapChat or Tweet or Instagram. (Don’t I sound like a grumpy high school teacher?!) Misuse of technology. Well, I think it’s misuse. Kids don’t know what wonderful resources they have in the palm of their hands! We need to teach research skills using their mobile device. Learn to enter the proper key words in a search phrase to help them out, and other skills to allow them to have full ownership of their learning. There are plenty of learning and teaching apps as well. Just need to find it. Teach them young Genevieve! 🙂

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  3. Genevieve,
    I agree that the key to growing our students into future contributors to society is to teach them responsibility when they are young and empower them to seek out answers from their peers and other sources. You mention how important it is to empower students “how to be independent learners, how to solve problems on their own, make mistakes, and try again.” It seems like teaching the design process is key to getting students to be comfortable with the fact that none of us has all of the answers and are constantly learning. I like how you reference the “Three before me” motto. Like you, I want to do a better job at teaching students to ask peers their questions before coming to me. This would help empower students to seek out alternative sources and not depend on adults for all of the answers.

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  4. Genevieve,

    I agree that our students desperately need to take more ownership of their own learning. We have in recent years taught them to sit quietly, receive information (whether it relates to their current schemata—visuals in their minds of what they think the teacher is talking about or not); then simply reproduce the knowledge imparted to them.

    Somewhere I read about having students first individually and quietly write what they are interested in making; maybe from categories or a list of ideas before sharing with others. What I like about this method is that students are then divided off into similar interests for collaboration and project making. I recently heard a student tell me that what they do not like is to be grouped off with one or two people who just wait for her to do the work for all of them. I agree with her comment! This is not collaborative learning!.

    I really do like the blended learning environment. As a special education teacher, having opportunities for students to work on skills on a computer allows me to work with another student one on one and then to trade.

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