Reflections
Concept Attainment: Polygons
Advance Organizer: Instruction of PowerPoint to Students and Adults
Digital Divide: Reluctant Teachers and Technology
Landscapes: Terra Firma to Terra Forma
Webquest: Watching the Colors Come Alive
Concept Attainment
I worked with Rob Freeman, Joe Volek, and Richard Klug. Advanced Organizer Digital Divide Landscapes Webquest
The assignment included the following tasks:
1. Read chapter 9 in Joyce and Weil
2. Form groups
3. Collaborate online
4. Develop a lesson plan that features the Concept Attainment model presented in Joyce and Weil
5. Identify the context in which the Concept Attainment lesson will be done
6. Be prepared to present the Concept Attainment at the next F2F.
Initially we had a hard time coming up with a lesson that we could all relate to. We eventually decided on a math unit that involved classifying polygons. The PowerPoint presentation was compiled to give a generalization of the Concept Attainment model. The polygon spreadsheet and specific lesson plan show how this process concept would be used in a classroom. This project was our first collaborative effort online and I found it challenging creating a project that virtually and not F2F.
Peer/Faculty
Our unit was presented at a F2F and received positive feedback.
References
Hirschbuhl, J. & Bishop, D. (2000). Annual editions: Computers in education 00/01. Sluice Dock/Guilford: Dushkin/McGraw Hill.
Ivers, K. & Barron, A. (1998). Multimedia projects in education: Designing, producing, and assessing. Englewood: Teacher Ideas Press.
Joyce, B.,Weil, M.&Calhoun, E. (2000). Models of teaching. Boston: Allyn and Bacon.
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Personal
This project was developed for the Ed 250 Educational Research class. I worked with Rob Freeman, Joe Volek, and Richard Klug in researching the similarities and differences between adolescent and adult learners. We drew on our own experiences in teaching PowerPoint to adolescents and adults. Research indicated that adolescents were more at ease in experimenting with computer software while adults were more reserved and cautious. We observed the same behavior in our own classes. I am particularly interested in this research because I would like to start teaching classes for our local junior college.
Peer
Our unit was presented at a F2F and received positive feedback.
Faculty
From Bruce McVicker:
Your "advance organizer" presentation is an exceptional lesson. I really enjoyed revisiting it for a number of reasons. You have shown how the use of the advance organizer is essential in making meaningful learning happen for teachers as well as for k-12 learners. Youšve supported your ideas with research, particularly with Ausubelšs reasoning. Being teachers interested in student achievement and staff development, you are convincing and authoritative.
References
Arends, Richard (1991). Learning to teach: Direct instruction.
Ausubel, David (2000). Learning from presentations advanced organizers, models of teaching/Bruce Joyce, Marsha Weil, with Emily Calhoun, 6th Edition
Brookfield, Stephen (1995). International encyclopedia of education.
Gunter, Mary A. (1995). Instruction models approach: The direct instruction model.
Lieb, Stephen (2000). Principles of adult learning
Available at http://www.hcc.hawaii.edu/intranet/committees/F
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Personal
I worked with Mark Peaty, Laverne Denyer and Cathie Pearl-Comforti.
The assignment included the following:
You are in a school with a group of teachers who are reluctant to use technology to assist in instruction. Make a plan to overcome their resistance. Include in your plan the resources and coaching you would need to overcome this reluctance.
Mark, Laverne, Cathie, and I met initially in tapped-in to work out what roles each of us would be responsible for. Mark graciously agreed to make a web-based presentation. Laverne was heading out of town, so she was going to look up relevant information and email it to Mark. Cathie and I also were to research relevant information and email it to Mark. We all worked well together and the information that we gathered helped us to identify how we would proceed with staff development at are own sites. I am particularly interested in staff development as I am on our sites staff development committee. I will be facing many of the issues that were addressed in our presentation.
Peer/Faculty
We presented our information at the summer 2000 F2F and received positive feedback. There was some concern about the format we used to present our information and some people suggested that a PowerPoint presentation may work better.
References
(2000/2001). Annual editions: Computers in education. Guilford, CT, Dushkin/McGraw-Hill.
Campbell, D.E. (2000). Choosing democracy: A practical guide to multicultural education. Upper Saddle river, New Jersey, Prentice-Hall, Inc.
Geisert, P.G. and M.K. Futrell (2000). Teachers, computers, and curriculum. Boston, Allyn & Bacon.
Ivers, K.S. and A.E. Barron (1998). Multimedia projects in education: Designing, producing, and assessing. Englewood, CO, Libraries Unlimited, Inc.
Joyce, B. and B. Showers (1988). Student achievement through staff development: Fundamentals of school renewal. White Plains, N.Y., Longman Publishers.
Joyce, B., M. Weil, et al. (2000). Models of teaching. Needham Heights, MA, Allyn & Bacon.
McMillan, J.H. and S. Schumacher (1997). Research in education. New York, Addison-Wesley Educational Publishers, Inc.
Shelly, G.B., T.J. Cashman, et al. (1999). Teachers discovering computers: A link to the future. Cambridge, Massachusetts, Course Technology.
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Personal
The Landscapes project was a requirement for the Fall 2000 course Strategies for Application and Presentation. I worked with Richard Klug and Fernando Nugent on developing an integrated unit using the guidelines specified for an international contest (Eds Oasis). This was our first project that involved building a web site and uploading it to the iMET server. Our goal was to integrate math, science and history using the web as a means to present the material. I found this to be quite challenging and truly appreciated the mini web lessons that Richard gave me. I plan on using this lesson in Fall 2001 and hope that the students will appreciate/learn that integration of subject matter is more meaningful rather than isolated bits of information being thrown at them.
Peer/Faculty
This project was presented at a F2F and received positive feedback.
References
Eds Oasis
Retrieved February 12, 2001 from
http://www.classroom.com/edsoasis
Hirschbuhl, J. & Bishop, D. (2000).Annual Editions: Computers in education 00/01. Sluice Dock/Guilford: Dushkin/McGraw Hill.
Ivers, K. & Barron, A. (1998). Multimedia projects in education: designing, producing, and assessing. Englewood: Teacher Ideas Press.
McKenzie, J. (1998). Raising a generation of free range students. Phi Delta Kappan (September 1998): 21.
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Personal
The purpose of the Webquest project was to integrate technology into the curriculum using a web-based format. I worked with Richard Klug and Jeff Palmrose in developing this project. When we started planning this project, I was already working with my geometry classes on a kite project. It seemed reasonable to transform the project into something we could use with the 6th graders. What I didnšt realize would be so difficult was bringing instructions and guidelines down to the 6th grade level. We had to be very careful in the way we worded directions and the general content of our Webquest.The feedback that I received from my peers, proved to be helpful.I was able to make changes to the site improving navigation through the site. I also discovered that working with 6th graders requires lots of energy and patience! I plan to develop other Webquests to use with my students and hope to inspire other teachers at my site to do the same.
Peer
Marc C.:
Graphics are simple thus allowing faster load time..there is difference in size, etc.
The Introduction seems plain enough..understandable in what your asking. Steps are clearly stated, you seem to make good use of the links about businesses and starting them. The evaluation rubric is well defined and easily readable.
I don't necessarily like everything on one page but that doesn't hinder the learning process as far as I can tell.
I'm assuming they have PowerPoint skills going into this project.
Mark P.:
China link doesn't work on intro page
Process page says coop group rules; page you go to says group roles.
Resource page not clear on layout. Links have headings; does the heading
indicate use for a certain phase of the wq?
Process page has a link to worksheets with questions, and also questions
under step 2. Does the student answer both sets of questions? Why are
they in two different locations?
PowerPoint and web tutorial sites not at a 6th grade level.
On kite design page: Why underlines? Look like links but aren't.
Construction steps too wordy. Need diagrams to clarify notch locations
etc. Is there a web site with this information on it? Do you need to
duplicate it here? How is this a worksheet? Seems to be an instruction
sheet.
kflight: how will the string be measured?
eval: spell check
evalwk2: design rubric needs to be broken out into several smaller areas
for evaluation; student's construction effort, design information,
flight characteristics, etc.
Teacher page: Title mentioned; where else is this used other than the
title page. Seems like it should be a repeated feature. Link for
resource page on this page takes me to a standards page. Should you
mention the need for knifes, saws, etc. under the materials section. The
instructions mention notching and having sticks the right length. What
is the deal with the link at the bottom saying "return to the top of the
morning"?
The explanation on the teacher's page of the ancient history portion is
more clear than the task page instructions. Should the links to the
china sites be segregated for each of those topic areas?
Title (home) page; If the title is Watching the Colors Come Alive then I
think the title page should have more colors involved in it, especially
the title text. Title page specifically addresses sixth grade, yet is
mentioned elsewhere that it can be used for 5th-10th. My 10th graders
wouldn't even start something that says 6th grade on it. But 6th graders
would love to think that they are working on 10th grade material.
Faculty
From Bruce McVicker:
Kites!
Thank you for providing the context in your introduction. In the staff development context, this is critical. Nice job. I admire you for taking this to the 6th grade. Helping people connect the kite activity with cultures provides a nice like with content-area standards.
You addressed the task and integrated the roles nicely into the goal. I agree with your comment about the Task master role.
Your resources are well chosen! Students can take their research and integrate it with other subject areas (math, social studies) relatively seamlessly. This combining of technology tools is quite impressive. Nicely done!
I really like the teacher notes. You've planned this really well with the interests of the teachers in mind.
I also like the way you've integrated your action research component into this activity. I have the feeling you're going to learn a great deal about how kids deal with web-based problem solving. I look forward to your data analysis. The journal your students keep will also serve as data documents that you can also compare to other data sets.
My overall impression is that this is a very worthwhile site that can yield some new insights into the way we group our students for web-based learning. You've done an excellent job on this.
References
Conceicao-Runlee, S. and B.J. Daley (2000). Constructivist
learning theory to web-based course design: An instructional design approach.
Retrieved on April 4, 2001 from
http://www.bsu.edu/teachers/departments/edld/conf/constructionism.html
Dodge, B. (1997) Some thoughts about webquests.
Retrieved on March 13, 2001 from
http://edweb.sdsu.edu/webquest
March, T. (1995). Working the web for education.
Retrieved on March 13, 2001 from
http://www.ozline.com/learning/theory.html
Martin, B. (1999). Using webquests for constructivist learning.
Retrieved on March 14, 2001 from
http://members.tripod.com/dwilliampmartin/introduction.html
Mayer, R.E., M.W. Schustack (1999). What do children learn from using computers in an informal, collaborative setting? Educational Technology.
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