Post #11

What can we learn about teaching and learning from these teachers?

Link to Image: here

In Brian Crosby's video Back to The Future, Brian discusses how to instill passion into students by using project based learning. He teaches 24 students who are second language learners and have difficulties learning the basics of the English language. Crosby, with the help of Project-Based Learning, was able to not only motivate his students to want to learn but also go further and learn things that are not required. With his balloon project Crosby implemented social media such as Blogs and Flickr for writing intensive work, collaboration in the class and outside the class, and an authentic audience; plus, he was able to have the students show what knowledge they had learned and let them shine. By allowing his students to even at one point teach another class an experiment that they had learned was something profound and remarkable, as a future educator I realize that seeing one's students retain the knowledge presented to them but also implementing that knowledge in a passionate way is every educators dream. And it was all achieved by technology and Project-Based Learning in the classroom. I was also proud by how Brian used technology to include even a child with leukemia into the classroom with technology.

The next video Blended Learning Cycle introduces Paul Anderson and how he uses the blended learning cycle in his science classroom. The blended learning cycle itself is comprise of the standard blended learning including: mobile, online, and classroom learning; and also that of the learning cycle of a science classroom including: engage, explore, explain, expand, and evaluate. Both of these cycles come together to form a blended learning cycle that Paul calls Q.U.I.V.E.R.S. At first the educator must provide a hook or a question to get the students interested in what is going on and expand on their own curiosity. Next the students are able to investigate whatever the phenomenon is and provide more questions as to how things operate. Usually this process works hand in hand with the experimenting portion of a theory that the students may have and allows them a hands on approach to the object. After investigation comes video where the educator has set up a podcast or use another means so that students are able to view it on their own time, also this technology allows the educator more time to review what the students are doing. Then the class is lead into elaboration where the students can make diagrams and discuss what is going on with the current experiment which continues into the review portion where the teacher meets with them individually or in groups about their knowledge that was acquired through the experiment. Only until the educator is satisfied is when the students are able to take the summary quiz that ends the Q.U.I.V.E.R.S. procedure. It is definitely an improvement onto the scientific method and by using the technology in class, I am positive that the student's attentions are more involved and the educator is more involved as well in guiding their attention in the right direction.

In Dr. Richtart's video of Making Thinking Visible the author makes it apparent just how important it is to document a student's thoughts and ways of thinking not just for their own reflection, but also to show others the progress of the students also. I now know that an excellent way to document a students way of thinking and making it visible is by blogging. Not only is it posted to a document that can be accessed from around the world, plus the student acquires comments and feedback that can shape and grow the way that the student thinks individually.

Sam Pane from Omaha, Nebraska made his video to show how he used project-based learning in the class to address online safety. His students created their own super hero and comic book addressing a particular instance of online danger (e.g. Spam, online bullying, identity theft, etc.). Not only are the students able to be more creative, but the bar is set so the students can go above and beyond what is required. By making a project that is more individual, the students are not only having fun but also producing quality work that they want to show to everyone. I have to admit that had this kind of activity been used in my past classes at elementary school, there would have been a drastic increase in participation.

In the video Project Based Learning, three teachers present how they implemented project-based learning in the classroom to connect three different subjects from three different classrooms. Al Wandler and Melanie Delorme, a History and English teacher, have tried on various accounts to provide a cross curriculum for students using traditional schooling which all the attempts have led to failure. However, through the miracle of project-based learning and inclusion of an information processing teacher, Lona Froshaug, the process was bridged much more effectively. Students are more motivated and proud by the quality of work they have accomplished. This quality achieved by feedback from different teachers, students, and classrooms that provide different questions and viewpoints to the authors. To me it seems very detrimental to promote the idea to students that their work isn't just "busy work" that cannot be improved upon, but something that is individual and motivates them to produce quality work and effort while also sharing it with the world.

In the final video, Roosevelt Elementary discusses their project-based learning curriculum that is implemented from kindergarten to the 5th grade. Roosevelt school is heavily project based which the students have shown a great response to with increased grades and knowledge. Even the parents are astounded by the effects of project-based learning and give their full support to it being used in the classroom. The video also touches on the heart of project-based learning which is student choice. When students are able to make their own choice and provide unique input their individual creativity will exceed all expectations. Giving the students to answer real world problems with tools they will use in their adult life is a detrimental resource to build upon in their lives. Also, the idea of starting public speaking early is a fantastic choice as I myself have been plagued with fear speaking in front of others countless times. Which I never understood how to motivate children to give quality work, but giving them an audience to show their work helps with the issue. And not just having other students as an audience, but individuals around the globe can spark a child's motivation to surpass their own potential.