Inquiry Based Learning

Inquiry based learning involves the learner in which the learner seeks knowledge, information or truth through questioning. This is an excellent resource to teach students to communicate and connect to the world they live in. I think that Inquiry Based Learning (IBL) is a great successful technique because the learner generates the questions and the misconceptions. Then the learners investigate and discuss the topic by submitting new questions, approaches and thoughts. After that they reflect based upon the answers provided. Finally, they either reach the solution or new questions that require them to start the cycle again. 
Stephanie and Harvey compare the inquiry approach versus the coverage approach. The inquiry approach is the student’s voice and choice whereas the coverage approach is the teacher’s voice and choice. The inquiry approach involves collaborative work versus solitary work. The inquiry approach involves students’ interaction whereas the coverage approach students are quiet and listening. The outcomes are very crucial. In the inquiry approach the students take action and care, whereas in coverage approach, they forget and move on. (Comprehension & Collaboration: Inquiry Circles in Action by Stephanie Harvey and Harvey Daniels-2009) 
As a future math teacher, I believe that teachers should incorporate IBL approach in their mathematics classroom. This will give the students the opportunity to make connections between the mathematical concepts and real world applications. This will help students remember the problem solving approach for longer periods and it will help them approach the problems using different strategies and approaches. Teachers should think of ways to make a math lesson entertaining and fun. When the math is important, the teacher's role in teaching the task becomes an objective and the student's role in discourse becomes an accomplishment. Neil Stephenson's quote describes IBL: "Classroom tasks that are worthy of students' time and attention, relevant, connected to the world and organized around the "big ideas" of a subject can develop understanding, intellectual interest and engagement with students" (Neil Stephenson-2007). 

The Great A.P. War: Should A.P. U.S. History Classes Explore the Negative Sides of U.S. History?

Hello everyone. As I was surfing the internet, I came across an article that many of my fellow Social Studies teachers may want to look at. This article, which you can read here,  describes some of the problems that state law makers are having with the new A.P. guidelines that are supposed to help teachers and students prepare to take the A.P. U.S. History exam. The point of contention focuses on the books content, which tends to display the more negative aspects of the history of America, including slavery, the treatment of Native Americans, and the internment of Japanese-Americans during WWII, just to name a few. One other point is that there is little to no mention  of the founding fathers, the Revolutionary War nor various Civil Rights leaders like Rosa Parks and Martian Luther King jr. Many politicians are saying that there should be more of an emphasis on the exceptionalism of the United States, and what makes our country great compared to everyone else. The nonprofit College Board, who made the A.P. Exam guidelines, stated that there was little emphasis on the founding fathers in the older guidelines to the exam, and that these are just guidelines that the teachers and students can choose to follow or not, depending on what they wish to do.

As a college student who is studying history, I believe that some of the criticisms are unfair. Many of these students who are taking A.P. History courses are working within the framework that this is a college course, and that it should be treated as such. I agree, and I think that in college coursework, it is time to advance oneself beyond the idea that America is such a great nation. It is a great country, but in terms of teaching History, that is a way of teaching that is meant to inspire a sense of patriotic fevor and national pride. At this level of course work, students should be taught that America has made mistakes and committed atrocities like any other country, and should be shown how that has shaped our nation today. Also, many of the students who are taking these classes, hopefully, already know about the founding fathers and Martian Luther King jr, and they should now be able to look at history from a different angle, and see how these more negative aspects have shaped our nation, for better or worse.

In the article linked above, you can find a link to the actual study guide, and you can read it for yourself. What do you guys think?

Should Teachers Ban Calculators?

The use of calculators has become a divisive issue. One side believes that students

should be taught to use calculators in early years. Others disagree and believe that calculators

will cause students to lose the ability of using mental mathematics. We all agree that students

should be proficient with calculators and we also agree that students should be able to do mental mathematics.

There are several reasons teachers should allow calculators in the classroom. Calculators

allow students to focus on solving more complicated problems and reasoning. All standardized

testing allow the use of calculators. Many workplaces have some sort of calculation systems such as computers, scanners, and cash registers. Calculators save time. In the Journal for Research in Mathematics Education (1986), Hembree and Dessart analyzed 79 studies of calculator use and found that students who use calculators on tests have higher scores in both basic computation skills and problem solving. They found that students who use calculators within a mix of instructional styles do not lose their paper and pencil skills. They also found that students who use calculators in class have better attitudes toward mathematics than children who do not use them. 

I believe students should be able to do the basic mathematics, such as addition, subtraction, multiplication and division, mentally. Teachers can use certain activities that require students to show the work and explain their reasoning in order to check their understanding. By choosing the suitable activities, students should have the opportunity to both: use calculators successfully and do the mathematics mentally. In most algebra, calculus, and geometry classes, the problem solving is a multistep procedure. This means that students do not get to use the calculator until they have accomplished several steps. So should we allow calculators in math classrooms? Or should we implement the use of calculators at a certain grade level?

Implementing Technology in a Math Classroom

              As an undergraduate student, all my classes were upper level math classes. Several

reading assignments in this class were a great source towards my education field. The readings 

gave me the opportunity to learn ways to utilize digital resources during class instruction and 

assessment. Technology allows students to engage with different activities. It also allows 

students to interact with colleagues and students of other cultures. Integrating technology in the 

classroom offers students a variety of materials, encourages critical thinking, and improves 

academic achievement. Technology sources provide students creative ways to solve problems. It adds color, media, diagrams, graphs, pictures, and games to the math lesson. For example, in a 

math classroom, will a student prefer a sheet of paper with 20-30 multiplication facts or play the 

free rice game and do the number of multiplication facts. The first is boring involving doing 

work and writing. The latter is entertaining, competitive, and exciting. The technology sources 

vary from a calculator to computer software. But what is more important than the technology 

used is “how” this technology is used. Technology source is useful only when teachers receive 

the proper training and support. Linking technology with curriculum has caused significant 

changes in teaching and learning. The benefits reach both the students and the teachers. The 

students get the entertainment, skills, and knowledge. The teacher uses it for lesson planning, 

gradebook, research and resources. But what if technology is a distractor tool? Some of this 

equipment such as computers, tablets, iPads, and laptops can distract students. Students can be 

browsing the internet or text messaging others during class. This is when the use of technology 

becomes an issue and this is where the teacher proves the classroom management skills. There 

are ways teachers can monitor their students’ activity. Some programs show the number of 

students online and active, the teacher can walk around the classroom, the teacher can ask 

students questions during the activity, and other ways depending on the lesson. Overall, I think 

the use of technology will be an excellent support for my mathematics classroom.

Should we be excited about a new e-book?

Good news! The Autobiography of Malcolm X will be available for e-readers in May! Look here! You won’t have to leave your cave to purchase this book!

If you absolutely can’t wait until May to read The Autobiography of Malcolm X then I highly suggest you pick up a hardcopy of the book at your nearest Barnes and Noble. Brave the cold. I double dog dare you! No one in EDT 211 will shame you for picking up a book. I personally think that printed books are more enjoyable to read.

We should be excited that another classic has been made into an e-book, right? Like the article stated, we can now share this book with the masses!

Are people going to be biting at the bit to get this book on their Kindle? I’m guessing not. It is my understanding that this book isn't hopping off of shelves every single day. I think this book is sought out by students who are required to read it or people who want to gain knowledge about a prominent figure in history. Although The Autobiography of Malcolm X is a phenomenal book, I don’t see what the big deal is about this e-book release.

The upside of this is that students and teachers won’t be confined to reading the paper edition of The Autobiography of Malcolm X. E-books are cheaper than printed books. This means that schools won’t have to pay a pretty penny for this classic. We’re saving money, YAY.

Edmodo

For my mini-lesson I set up a class using Edmodo. I put a lot of effort into getting this finished but that wasn't such a great idea... While I love Edmodo and it's features, for this assignment it just wasn't the best idea because every student has to have an Edmodo account and the group code to join instead of something simple like having the link and being able to access it. I like the overall layout of Edmodo because of the timeline/Facebook feel of it. What I did was start off with an announcement that introduces the topic. The next post would be a review quiz, after that is the notes, followed by the guided and independent practice. This way students can easily follow along. I also like how easy it was to create quizzes, upload assignments, and send out announcements. The only problem I'm having with it is how to quickly get everyone onto the class website. However, I'm trying not to worry about that too much because in a real class setting the students would have already had these accounts and be connected to the class site by the first day of class.

Another dilemma of this is I should've used it for the School in the Cloud assignment and not the mini teaching lesson....

The Effects of the Digital Divide

Our class discussion and the article about interactive white boards led to thoughts regarding student achievement in relation to technology. One problem I identified when commenting about the critical review of interactive white boards is the lack of accessibility teachers and students have to technology in poor districts. If teachers can engage students and enhance collaborative learning in the classroom through technology, what can teachers do in areas where the district cannot afford these expensive, extravagant means to teaching? How are these kids with minimal access to technology learning? It makes me wonder, if technology notably enhances student learning, achievement, and motivates them to do well, could lack of technology in poor districts contribute to poor performance? Can instructors who are forced to cling to old methods of teaching motivate and interest their students without technology? Although educators prior to the digital age may have proved their methods to be effective, we live in a technologically innovative society where a new product is always introduced. If students do not have access to these new, exciting ways to learn, their academic performance most likely will be lower than their technologically-advanced peers who show enthusiasm for learning.

I began to think about how this digital divide in our nation will affect me as a future educator. I want to teach English, and in my classrooms, students will most likely be expected to type essays, research papers, and homework assignments. Although I would accept handwritten assignments, most teachers nowadays require students to type their work. If I get a job in a poor district where the computer-to-student ratio is less than desirable and students do not have computers at home because their families cannot afford to have them, how can I expect them to develop their computer skills, require them to type assignments, and communicate with them through email? Not having access to basic technology these days may impede student progress as well as my goals as a teacher. We discuss implementing technology into the classrooms, and we have been debriefed on many educational tools that exceed the basics such as Microsoft Word, Excel, etc., but what can we do when these resources are unavailable? Can we move away from old methods like chalkboards, lectures, and pencil/paper methods and progress toward effective teaching without technology?

Although the digital divide is an issue in America, it is a severe problem in Cambodia. I have a friend who went abroad this year to teach in Cambodia. She gave up teaching after only a few short weeks because she could not adapt to their educational structure. She relies on technology to teach, and she had minimal experience prior to her visit, therefore, she lacked the confidence to find a solution for her problem. She couldn’t recall a time she didn’t have a computer in her classroom or taught a lesson without Power Point. Not only do they not have access to technology where she taught, but they lacked the skills to operate technology in general. They are not exposed to technology at all, and the lives they live because of this completely contrasts to my friend’s lifestyle in America. She ended up finding a different job and staying in Cambodia for the year, but she gave up teaching because of the significant differences in schools. The culture shock had a negative impact on her teaching experience, but it can have a positive impact on other educators who embrace the challenge. For instance, I travelled to Paris a couple summers ago. One of the greatest differences between French and American culture that I noticed is the French’s lack of dependence on technology. People converse without checking their phones, and their interactions seem more meaningful because of this. If I were to teach in Paris, I would not worry about my students getting distracted by electronics because it is not as crucial in their culture. This would be a benefit to teaching abroad for me. Digital divide or not, educators need to make the best of their situation and adapt to their school’s limitations and/or availability of resources, therefore, we cannot rely solely on technology to teach, but if we have access to it, we should creatively utilize it!

Free college: as good a deal as it seems?

Hello Everyone. I have found an article that talks about the possibility of President Obama allowing students to go to a community college for free without paying for tuition. In this article, which you can read here, there is some discussion about what it means to have free tuition and what this could mean for community colleges.

One of the points made is that, assuming this bill passes Congress, this may get students in the door, but it will not be able to make them stay and get a degree at that college, or have them transfer to a four-year institution. I must say that I can agree with this. I think colleges need to focus on the ability of classes to transfer to another four year institution. I encountered this problem as I was trying to transfer to Dearborn. I had to look at the classes I could take, what I couldn't take, and what might be able to transfer to the university at that time. The forms were a mess and trying to sort through all the classes only to find that one or two of them would not transfer was maddening.

I think there might also be another consequence to this free tuition bill. Assuming this bill passes, with community colleges now having free tuition, there would be an increase in the number of students who would originally go to a four year university and now go to a community college instead. With the increased demand at community colleges, regular universities would have to increase their tuition in order to compensate for the lack of freshmen enrollment. With that said, is it really worth it in the long run?

What do you guys think?

Technology in an English Classroom

As I am discovering various ways to use technology in the classroom through the readings, class meetings, projects, and observation of mini lessons, I seem to get discouraged because I think technology is easier to use with certain subjects. I will teach English, and my lessons will primarily be teaching reading, writing, various literature, and grammar. I have struggled with ideas to make my classroom technologically stimulating for students, and it has become a concern of mine because I don’t want to cling to old-fashioned methods of teaching. I want to move forward as a teacher. 

After examining various articles about this, I have come to the conclusion that it’s not very hard to incorporate technology into an English classroom. In fact, it might be one of the best subjects to utilize technology. English enables students to think outside the box and make use of their creative minds. They must embrace this when it comes to reading, analyzing a text and conducting presentations. Students are rarely exposed to boring Power Point presentations in English classes because English is typically not thought of to be a black and white subject area. 

Something I am excited to experiment with in the future is assigning digital presentations. While pursuing my Bachelor of Arts in English, I had to complete several “creative” presentations relating to literary themes, scenes, and various texts in general. The projects that used technology were always more interesting than the ones performed in front of the classroom. There was one presentation I did with a group and we had to act out a Toni Morrison text in our own way. Since we did a digital presentation, we were able to dress for the setting. I wore a flapper outfit because the text took place in the 1920’s. We showed our audience creativity in our presentation because the technology we used provided us with ways to express ourselves in our visual interpretation of the text. We were not a technologically advanced group of students and we had limited resources, so we had a friend edit our presentation, but students nowadays have more practice with these applications than we did. When it came time to be tested on the Toni Morrison text, I mastered the content because I spent a lot of time on the presentation. Engaging digitally with the content helped me grasp the material better as opposed to just reading notes about it. Does anyone else have any experiences of using technology in an English classroom or ideas that they would like to share?

Blogs in the Classroom

The required reading for the previous weeks led me to thinking about the value of using a blog with my future students. I thought it’d be a good idea to examine the web and see what’s out there as far as classroom blogs related to my subject area, English. A blog is a complementary tool to classroom instruction because teachers only have so much time to cover material during the class period and a blog can aid them in addressing vital topics that didn’t get around to being discussed during their meeting. For instance, when discussing a literary text and analyzing the various elements of literature, it’s almost impossible for the discussion to address every theme, motif, important quote, and interpret every interesting character. A blog can function as a supplement or classroom counterpart by encouraging students to post their reactions to reading, thoughts, reflections and questions they wish to have answered. Perhaps a student likes a particular quote and wants to explain their interpretation of it and its meaning to the text. Maybe they feel perplexed by a passage and want help understanding it. A blog can make both of these situations possible.

I plan to use a classroom blog in my future, but I am aware that my goals may be affected by how the students use the blog. One problem with this type of learning is that students may not feel confident enough sharing their work/writing with their classmates. They feel intimidated by the idea of others “judging” their work, and this discourages them from participating. If a teacher requires students to post for a grade or offers extra credit for their contributions, students will feel more compelled to engage with their fellow classmates. By offering a reward for their posts, students will feel motivated to participate and fine tune their work so their peers, as well as their teacher, is impressed.

I don’t have much practice with blogs, but now that I am thinking more seriously about how I can incorporate technology into the classroom, I decided to follow an English teacher’s blog. I wanted to get a sense of how exactly students use it, how the teacher uses it and how students respond. I was pleased with my findings and got ideas for how I want to use my classroom blog in the future. In the blog, a tenth grade English teacher keeps track of an assignment calendar and ongoing vocabulary list for students to keep track of throughout the semester. He has blog posts due before class sessions, most likely so in class, they can discuss the posts. One thing I liked that he did is make the posts of the students accessible to other students, but they are all “anonymous.” This helps with the issue I addressed earlier relating to student insecurities.

All in all, the teacher included access to all posts from every unit, extra credit assignments offered to his students, and she asks for student feedback in regards to what makes a good discussion. This shows that the teacher values his students and what they would like to see happen in the classroom. His blog is something I hope to model; he even makes tackling the complexities of Shakespeare fun!

Is Technology really necessary in the classroom?

I feel that this class has really opened up my eyes about incorporating technology with education.

But is there maybe a sense of technology overload? Can bringing technology into schools be more harmful than helpful?

This article from The New York Times supports the idea that technology does more harm than good. It discusses a study that tracked student’s math and reading scores for 5 years that showed a significant decline in those scores to students that had computer access. The study also suggests that giving children internet access has been linked to lower grades.

The article further states that only people who are highly trained should use  or teach with technology in the classroom. Also, technology should only be used for those with learning disabilities or when the situation was appropriate, like a science simulation. Does this EDT 211 class count as making me highly trained?

“tech-centric skills that students learn in the classroom transfer to novel problems that they need to solve in other areas.”

The article even questions if the “tech-centric skills that students learn in the classroom transfer to novel problems that they need to solve in other areas." Okay, I suggest the author write her next article on a typewriter, or better yet, a stone tablet and chisel. I'm sure engineers, doctors, journalists, and many others regret using technology in their education.

The biggest problem with the article is that the information is misleading. The author automatically blames too much technology as the main cause of academic decline. If a 5th grader has low math or reading scores, its not necessarily technology’s fault. If the student is sitting on the computer and surfing the web all afternoon instead of touching his or her homework, then its obvious that math and reading scores will be lower. If however, the student is playing a math game on the internet, that could actually help his or her learning process. The study focuses on “computer access” but does not specify what the computer is being used for.

Second, technology has been proved helpful to in many subject areas. The article mentioned making it subject appropriate - like using a computers for a science simulation. I have actually used simulations in my physics class, and it was very helpful since many experiments cannot always be replicated in a classroom. Almost every subject can benefit from some use of technology. This article shows the many ways we can actually increase the learning process through technology- like using a blog in a classroom.

I think what the article is really trying to say, is that maybe parents should monitor the technology use of their children. Not every toddler needs a tablet. Schools should not have to limit the use of technology in their curriculum because children are abusing their computer privileges at home. Schools are not trying to replace teachers with computers, they are simply using them to get the full benefit of the learning experience. Teachers don’t simply hand students a tablet and walk away, but many parents do. The article manipulates it’s readers by convincing them that technology doesn't belong at school, when really maybe there is too much technology with no supervision that is the real problem. We can’t blame President Obama or technological development for poor academic growth - we have to look further at the problem before we scare the public.