Sunday, May 6, 2012
My partner for project 15 and 16 was LaWana Threatt. We met two times in person to discuss our ideas for the projects. In between our meetings, we used Google docs and Gmail to communicate. We also used Skype to discuss our projects. Each of these tools helped out in the planning process.
Sunday, April 29, 2012
My last two comments have been on Jennifer Brokosfky's blog. Her blog is called A Work in Progress. She has not made any recent posts, so I looked in her archives and found some interesting posts.
C4T #4 Post 1: For this post, I chose a post entitled Driving to Mathematical Success-Gradual Release of Responsibilty. In this post, Ms. Brokosfky compares teaching mathematics to teaching someone to drive. I like her analogy because it really gets her point across. She states that the teacher "takes the wheel" for a while and demonstrates how to do the math work. She then says that often teachers "get out of the car and ask the students to keep driving". Ms. Brokosfky says this is too much independence for the students too soon. She states that the teachers should "sit in the passenger seat" for a little while before releasing the students completely. This analogy ties into the Gradual Release of Responsibility Model, which was first created in 1993 by Pearson and Gallagher. This model outlines the process of teaching necessary to promote independent application of skills and understanding. In this model, teachers gradually decrease their level of support as students demonstrate understanding, but increases their level pf support if students are struggling.
In my comment, I said that I agree with this model, especially when it comes to teaching mathematics. Math can often be the most difficult subject for a student, therefore, the level of support a teacher gives needs to be based on each individual student. I also said that I like her driving analogy because it really does go hand in hand with the Gradual Release of Responsibility Model.
Creating a Math Rich Classroom. In this post, Ms. Brokosfky gives her ideas for different math stations that can be placed in the classroom to get the students more engaged in mathematics. She suggested a math corner. This can include baskets with manipulatives and graphic organizers the students might need to complete activities (such as blank Venn Diagrams). She also suggests having a book shelf with books that have a mathematical slant or theme to them.
In my comment, I said that I think it is extremely important to have activities in the classroom that will get the students more engaged in math. I also said that math is a difficult subject for students, but it is one of the most important subjects we learn in elementary school. Therefore, it is nice to read about some great ideas to get the students interested in learning mathematics.
I created a PLN on symbaloo a couple of months ago. At first, I did not use it very often but then I decided to set it as my homepage. Once I set it as my homepage, I realized how convenient having a PLN really is. My favorite part is being able to click on the icon and it takes you directly to that website. It is so much more convenient than typing in the web address. Some of the resources I have on my PLN are teacher tube, school tube, you tube, facebook, twitter, amazon, blogger, apple, and ebay.com. I really have enjoyed using my personal learning network and I look forward to continuing to use it through out my career.
I knew it would be difficult for me to complete this challenge, but I honestly did not expect to have to start over. I had to start over the maximum three times and I could not go the full 24 hours without using the banned items. Television was the easiest item to give up, there is never anything good on anyways. The most difficult item to give up was my cellphone. We do not have a land line at my house, so cellphones are what we use to keep in contact with one another. I told my family and friends about the challenge and told them not to text or call me for 24 hours. Most of my friends stuck to their word, but my mom and my husband still called and messaged me.
Another difficult item to give up was my computer. All of my classes this semester require the use of the internet. Therefore, 80% of my homework has to be completed online. Although I have to complete my homework online, I have to admit I mostly use the internet for personal use. Not getting on Facebook and Twitter for 24 hours was quite a challenge! I stuck to not getting on Twitter for 24 hours, but I gave in on the Facebook challenge.
This challenge has opened my eyes to how much I rely on technology. I rely on it not only in my personal life, but also in my academic life as well. Although I do know that at some point in my life I was not so reliant on technology, I cannot remember what that was like. I can only imagine what my students will be like when I begin teaching. When I was in elementary school, there was no need for rules about cellphones or text messaging. Nowadays, there has to be rules about cellphones because the majority of children have cell phones. On one hand, it is a good thing that children are getting used to technology because they will definitely need it throughout their schooling and when they start their careers. However, on the other hand, too much technology does not allow children the full experience of being children. For example, kids play video games rather than going outside to play; kids as young as five years old are getting cellphones. My parents did not allow me to get a cell phone until I was 16 when I began driving and at that point, a cell phone was necessary. I am in favor of children having access to technology; however, I am not in favor of children being completely engulfed by technology (such as cellphones and mp3 players).