This is the second opportunity I have had to use Glogster for a graduate course at Wilkes, and I can't say enough positive things about this web tool. I am truly excited to offer this as a resource to my students in the upcoming school year. In previous years, I have had students experiment with sites such as Prezi and Mediachalk to create projects, so I am confident that they would be excited to use Glogster and would be able to easily navigate the controls to create something brilliant.
One way in which I would like to use Glogster in my class is to offer a Glog as a book report option. Students could easily create a poster representing the book they chose to read that would be much more dynamic than a simple book report or cut-and-paste collage. Students could include character information, a plot summary, pictures, and even sound or video files they create themselves. A glog would also make a great alternative assignment for our science labs. Instead of writing a standard lab report, students could include their data and even pictures or video from their experiment all on one convenient Glog page.
I think these options would really appeal to the more visual and design-minded students. They could also help all of my students to continue to develop their creative mind because they must use the information they have gathered and choose just how to present it in both an understandable and an artistic way. Students are truly creating a masterpiece in this case. Another benefit of using Glogster is knowing that the standards of the curriculum are definitely being met; students must fully understand the content in order to know just how to present and arrange the information and resources on their page. Technology standards would be met as an added bonus as students tinker with the concept of graphic design, research skills, and using online resources.
I am excited to introduce Glogster to my incoming group of 6th graders this year. When I do so, I will be sure to have plenty of examples to share with them, including this Glog that will go hand-in-hand with the introduction to our solar system unit: http://aevans.edu.glogster.com/the-solar-system/.
Sunday, July 29, 2012
Thursday, July 26, 2012
EDIM 508: Content Creation
For my latest assignments, I was asked to discuss the role of creativity in the classroom with a student or group of students. Since my school is currently on summer break, I had to get a little creative in finding participants to speak with! Luckily, I was able to tag along with a friend (who is also a teacher) to his school's summer literacy camp and speak with a few students there.
When it comes to what students value, I had assumed "fun" would be at the top of the list. I was pleasantly surprised with some of the thoughtful answers I received in addition to having fun. One student admitted to me, "Sometimes we learn stuff that we don't really need to know. Especially in math. When will I use that stuff? I don't think my mom and dad do." I could see exactly where he was coming from, as these are thoughts I can clearly remember having many, many times throughout my time as a student. From his comments, I gathered that making learning meaningful and useful are more important to students than teachers may sometimes realize. I think tying in technology and digital media whenever we can will help to make learning not only more enjoyable but also beneficial in that students are learning technology skills they will continue to use for a long time to come. We may not be able to prove beyond a shadow of a doubt why students need to learn how to convert fractions to decimals when they can just Google it, but we can help them develop those skills anyway and also guide them in finding quality technology resources to help them.
Another student told me she wanted to do "more fun projects" and "more time on the computer." I think students benefit greatly from project-based learning, which allows for another great opportunity to incorporate technology and digital media. Students can create Wikis, digital storybooks, and Glog posters, and they can participate in webquests and other activities. All of these tasks help to develop research skills, creativity, and synthesizing, while also utilizing technology and helping students to have fun while learning.
One final student I observed and talked to was very oppositional and reluctant to cooperate during a one-on-one reading session with my teacher friend. The student finally agreed to read through his story and practice his sight words when given the incentive of using the iPads after he finished. This is just one example of how students are motivated to use technology. As digital natives, they truly seem to have a natural draw toward technology. Nearly all of the students I observed were excited and eager for their chance to use the iPads. Even though they were still doing "school work," being able to use the touchpad capabilities and use a piece of technology that they likely don't have access to at home, was hugely engaging and exciting to them.
While the school I teach at does not provide iPads for students, we do provide a wealth of technology resources since my students attend a cyber school. I routinely have students create their own content using digital media. In previous years, I have had students create digital storybooks, Prezi presentations, PowerPoints, videos, and other digital presentations. I hope to continue to incorporate new digital media tools this coming school year to increase student motivation and interest!
When it comes to what students value, I had assumed "fun" would be at the top of the list. I was pleasantly surprised with some of the thoughtful answers I received in addition to having fun. One student admitted to me, "Sometimes we learn stuff that we don't really need to know. Especially in math. When will I use that stuff? I don't think my mom and dad do." I could see exactly where he was coming from, as these are thoughts I can clearly remember having many, many times throughout my time as a student. From his comments, I gathered that making learning meaningful and useful are more important to students than teachers may sometimes realize. I think tying in technology and digital media whenever we can will help to make learning not only more enjoyable but also beneficial in that students are learning technology skills they will continue to use for a long time to come. We may not be able to prove beyond a shadow of a doubt why students need to learn how to convert fractions to decimals when they can just Google it, but we can help them develop those skills anyway and also guide them in finding quality technology resources to help them.
Another student told me she wanted to do "more fun projects" and "more time on the computer." I think students benefit greatly from project-based learning, which allows for another great opportunity to incorporate technology and digital media. Students can create Wikis, digital storybooks, and Glog posters, and they can participate in webquests and other activities. All of these tasks help to develop research skills, creativity, and synthesizing, while also utilizing technology and helping students to have fun while learning.
One final student I observed and talked to was very oppositional and reluctant to cooperate during a one-on-one reading session with my teacher friend. The student finally agreed to read through his story and practice his sight words when given the incentive of using the iPads after he finished. This is just one example of how students are motivated to use technology. As digital natives, they truly seem to have a natural draw toward technology. Nearly all of the students I observed were excited and eager for their chance to use the iPads. Even though they were still doing "school work," being able to use the touchpad capabilities and use a piece of technology that they likely don't have access to at home, was hugely engaging and exciting to them.
While the school I teach at does not provide iPads for students, we do provide a wealth of technology resources since my students attend a cyber school. I routinely have students create their own content using digital media. In previous years, I have had students create digital storybooks, Prezi presentations, PowerPoints, videos, and other digital presentations. I hope to continue to incorporate new digital media tools this coming school year to increase student motivation and interest!
Thursday, July 19, 2012
EDIM 508: Creativity in the Classroom
Do schools kill creativity?
It is an interesting question to ponder, especially as an educator who has a direct hand in whether creativity is embraced or not 180 days a year. I know that my own personal teaching philosophy is that creativity is something that should definitely be encouraged and developed as much as possible, and I believe most other educators would agree. However, in recent years as the focus on standardized testing and AYP has intensified, that same focus on developing the creative mind has declined rapidly. Schools have started down a slippery slope to becoming factories that simply produce test-takers and not individuals who can problem-solve and think critically or creatively.
While watching a TED presentation with Sir Ken Robinson, I found myself nodding in agreement and even once shouting, "Yes!" as he made a particularly well-worded point. Sir Robinson made the statement that "all kids have tremendous talents and we squander them" (2007). In the course of my short educational career, I have worked with students who are tremendously talented in a plethora of ways. I've known gifted artists, musicians, actors, poets, and more. And yet these creative, talented children were asked to sit at a desk and learn or be assessed in the same way. There were not enough opportunities for students' talents and creativity to shine through. As I've grown more comfortable in my role of lesson planning and teaching, I've tried to implement more opportunities for creative growth. I have a goal for next school year to improve upon this endeavor even more. It is vital that I balance PSSA preparation with development of the creative mind. I want to believe that the two don't have to be mutually exclusive; I want to believe that I can make the two go hand in hand by developing creative thinking skills that will also help develop confident and proficient test-takers. As Sir Robinson said in his TED talk, creativity is "as important in education as literacy, and we should treat it with the same status" (2007).
Sir Robinson also went on to talk about children losing their creativity as they grow older. "They don't grow into creativity; they grow out of it" (2007). If we are preparing students to someday enter the workforce and become productive citizens, we should be harnessing their creative genius from a young age and developing it along with reading, writing, and math skills as they grow up and progress through the school system. We cannot afford to send students to college and the working world without the ability to think outside the box and use creative reasoning for problem solving tasks.
In order to nurture creativity in our schools, we as educators have many options and tools available. One such category of tools is digital media. We can teach to the standards and have students demonstrate their understanding and proficiency through the use of digital media. Blogs allow students to develop writing skills and also design and edit their own webpage. Using Glogster not only works with the synthesizing mind to have students perform research and then process it all in one place, but it also allows the student to show their creativity by arranging their content in an aesthetically-pleasing way and perhaps incorporating their own artistic or musical content. Digital storytelling is another fantastic way to engage the creating mind by having students tell a story or summarize what they have learned about a topic and present it creatively. Sites like Mediachalk and Mixbook allow students to arrange images on pages of an online book and also choose and include music or their own recorded voice. I would conjecture that no two students' digital storybooks in a class would be the same.
Those area handful of ideas, but there are many other digital media tools available that would really encourage growth of the creative mind in my students and that I hope to begin using soon! In addition to those digital media tools, I intend to encourage creativity in my classroom by encouraging exploration, inquiry, self-reliance, and problem-solving skills. I hope to foster a feeling of openness in my class as well, so that students aren't afraid to take risks and show off their unique talents. By doing these things, I hope to aid my students in becoming successful teenagers and adults who value their creative abilities.
TEDtalksDirector. (2007, January 6). Sir Ken Robinson: Do Schools Kill Creativity? [Video File]. Retrieved from http://www.youtube.com/watch?v=iG9CE55wbtY.
It is an interesting question to ponder, especially as an educator who has a direct hand in whether creativity is embraced or not 180 days a year. I know that my own personal teaching philosophy is that creativity is something that should definitely be encouraged and developed as much as possible, and I believe most other educators would agree. However, in recent years as the focus on standardized testing and AYP has intensified, that same focus on developing the creative mind has declined rapidly. Schools have started down a slippery slope to becoming factories that simply produce test-takers and not individuals who can problem-solve and think critically or creatively.
While watching a TED presentation with Sir Ken Robinson, I found myself nodding in agreement and even once shouting, "Yes!" as he made a particularly well-worded point. Sir Robinson made the statement that "all kids have tremendous talents and we squander them" (2007). In the course of my short educational career, I have worked with students who are tremendously talented in a plethora of ways. I've known gifted artists, musicians, actors, poets, and more. And yet these creative, talented children were asked to sit at a desk and learn or be assessed in the same way. There were not enough opportunities for students' talents and creativity to shine through. As I've grown more comfortable in my role of lesson planning and teaching, I've tried to implement more opportunities for creative growth. I have a goal for next school year to improve upon this endeavor even more. It is vital that I balance PSSA preparation with development of the creative mind. I want to believe that the two don't have to be mutually exclusive; I want to believe that I can make the two go hand in hand by developing creative thinking skills that will also help develop confident and proficient test-takers. As Sir Robinson said in his TED talk, creativity is "as important in education as literacy, and we should treat it with the same status" (2007).
Sir Robinson also went on to talk about children losing their creativity as they grow older. "They don't grow into creativity; they grow out of it" (2007). If we are preparing students to someday enter the workforce and become productive citizens, we should be harnessing their creative genius from a young age and developing it along with reading, writing, and math skills as they grow up and progress through the school system. We cannot afford to send students to college and the working world without the ability to think outside the box and use creative reasoning for problem solving tasks.
In order to nurture creativity in our schools, we as educators have many options and tools available. One such category of tools is digital media. We can teach to the standards and have students demonstrate their understanding and proficiency through the use of digital media. Blogs allow students to develop writing skills and also design and edit their own webpage. Using Glogster not only works with the synthesizing mind to have students perform research and then process it all in one place, but it also allows the student to show their creativity by arranging their content in an aesthetically-pleasing way and perhaps incorporating their own artistic or musical content. Digital storytelling is another fantastic way to engage the creating mind by having students tell a story or summarize what they have learned about a topic and present it creatively. Sites like Mediachalk and Mixbook allow students to arrange images on pages of an online book and also choose and include music or their own recorded voice. I would conjecture that no two students' digital storybooks in a class would be the same.
Those area handful of ideas, but there are many other digital media tools available that would really encourage growth of the creative mind in my students and that I hope to begin using soon! In addition to those digital media tools, I intend to encourage creativity in my classroom by encouraging exploration, inquiry, self-reliance, and problem-solving skills. I hope to foster a feeling of openness in my class as well, so that students aren't afraid to take risks and show off their unique talents. By doing these things, I hope to aid my students in becoming successful teenagers and adults who value their creative abilities.
TEDtalksDirector. (2007, January 6). Sir Ken Robinson: Do Schools Kill Creativity? [Video File]. Retrieved from http://www.youtube.com/watch?v=iG9CE55wbtY.
Thursday, July 12, 2012
EDIM 508: The Synthesizing Mind
When it comes to projects and assignments for my 6th graders, I am always trying to think outside the box. While teaching the writing and research processes are important, it can become boring to have students write the same old research papers and book reports over and over again. To increase student interest and engagement, as well as make sure I am really activating those higher order thinking skills, I am constantly trying to develop more dynamic project ideas. When they incorporate technology or digital media (which I strive for), it's even better!
A few examples of using digital resources to ensure students are synthesizing information come to mind. Below I will explain one project from our Gifted & Talented Science course that involves synthesis and allows students to incorporate digital media as well.
Science - "Interview with Charles Darwin"
Rather than writing a biography or research paper about Charles Darwin's life and scientific research, I ask students to step into Darwin's shoes and think the way he might have thought. Students are asked to create an interview with Darwin and ask him what they believe to be important questions about his life and his work. This interview activity forces students to aggregate research about Darwin from various sources, synthesize that information, and present it in an interview that seems natural and flows well. Many students have taken this project a step further (beyond just typing their interview) by using the digital storytelling program MediaChalk to bring their interview to life. I have also had several students act out their interview and create videos. It was entertaining to see how some students used costumes to try to look like Darwin, and some even altered or deepened their voices to mimic what they thought his speaking voice might sound like. I had one student complete the entire interview in a British accent, which was quite impressive for a 6th grader! I am always amazed at their creativity and willingness to go the extra mile to bring their ideas to life, and this project was no exception. By asking students to gather information, synthesize it in their mind, and in a way "become" Charles Darwin for the interview, I feel that they are taking part in a memorable learning experience that will help them to enjoy the process and also retain what they have learned.
A few examples of using digital resources to ensure students are synthesizing information come to mind. Below I will explain one project from our Gifted & Talented Science course that involves synthesis and allows students to incorporate digital media as well.
Science - "Interview with Charles Darwin"
Rather than writing a biography or research paper about Charles Darwin's life and scientific research, I ask students to step into Darwin's shoes and think the way he might have thought. Students are asked to create an interview with Darwin and ask him what they believe to be important questions about his life and his work. This interview activity forces students to aggregate research about Darwin from various sources, synthesize that information, and present it in an interview that seems natural and flows well. Many students have taken this project a step further (beyond just typing their interview) by using the digital storytelling program MediaChalk to bring their interview to life. I have also had several students act out their interview and create videos. It was entertaining to see how some students used costumes to try to look like Darwin, and some even altered or deepened their voices to mimic what they thought his speaking voice might sound like. I had one student complete the entire interview in a British accent, which was quite impressive for a 6th grader! I am always amazed at their creativity and willingness to go the extra mile to bring their ideas to life, and this project was no exception. By asking students to gather information, synthesize it in their mind, and in a way "become" Charles Darwin for the interview, I feel that they are taking part in a memorable learning experience that will help them to enjoy the process and also retain what they have learned.
Thursday, July 5, 2012
EDIM 508: Digital Media
As an educator, I am constantly searching for new ways to make learning fun and interesting. Digital media has the ability to transform the learning process from a boring, teacher-centered lesson to an enriching and engaging learning experience that is student-centered. Discovery Education has a wealth of digital media resources available to teachers and students that can do just that. I am fortunate enough to have access to Discovery Education's online resources not only through both the Wilkes graduate education program but also through the school where I teach. I search DE frequently for videos and other tools to use in my 6th grade classroom and have been able to find some great resources in the past. My 6th graders particularly enjoyed watching clips from the TV show Mythbusters to help illustrate various topics in our physical science unit. The kids initially think they are just having fun watching things explode, but this little secret brings me great pleasure: Whether they realize it or not, they are actually learning!
I went on yet another adventure through Discovery Education and decided to look for a tool that would be more interactive than just an ordinary video. I searched for resources on simple machines, which my students will study in science early in the school year. While I didn't find any labs or activities that jumped out at me, I did find a new type of resource I hadn't encountered before, an "interactive video."
This interactive video was titled "The Six Simple Machines" (http://player.discoveryeducation.com/index.cfm?guidAssetId=E422DD91-2EDE-45CE-9B55-FDCE4FC9407D). Its interactive nature would appeal to a variety of learning styles at once. There is, of course, the visual images and demonstrations that appear on the screen, which are then coupled with the oral description and explanation of what is happening in the video. What makes this video "interactive" is the fact that students can use their mouse to discover additional content on the screen. Hovering over images brings up new terms and descriptions, while clicking on those same images brings up diagrams that illustrate how each type of simple machine works. Actively using the mouse to hover and click on things would engage the students more than an ordinary video by making them active participants and appealing to kinesthetic/tactile learners.
I am glad that I had the opportunity to discover this new type of resource that is available through
Discovery Education. I will be sure to look for this type of tool, and hopefully discover even more, in the future!
I went on yet another adventure through Discovery Education and decided to look for a tool that would be more interactive than just an ordinary video. I searched for resources on simple machines, which my students will study in science early in the school year. While I didn't find any labs or activities that jumped out at me, I did find a new type of resource I hadn't encountered before, an "interactive video."
This interactive video was titled "The Six Simple Machines" (http://player.discoveryeducation.com/index.cfm?guidAssetId=E422DD91-2EDE-45CE-9B55-FDCE4FC9407D). Its interactive nature would appeal to a variety of learning styles at once. There is, of course, the visual images and demonstrations that appear on the screen, which are then coupled with the oral description and explanation of what is happening in the video. What makes this video "interactive" is the fact that students can use their mouse to discover additional content on the screen. Hovering over images brings up new terms and descriptions, while clicking on those same images brings up diagrams that illustrate how each type of simple machine works. Actively using the mouse to hover and click on things would engage the students more than an ordinary video by making them active participants and appealing to kinesthetic/tactile learners.
I am glad that I had the opportunity to discover this new type of resource that is available through
Discovery Education. I will be sure to look for this type of tool, and hopefully discover even more, in the future!
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