Yesterday, In one of my graduate classes, a peer asked if having a collaborative classroom was dangerous because then students don't really need us as teachers. She went on to say that she believed it was more important that she be the knowledgeable one teaching the students rather than the student learning from groups, classmates, or dare we even think... Learning by themselves. Ok, that was sarcasm in the end there but honestly I disagree but then again she is a music teacher so i understand were this particular person is coming from, only because of her content area.
As a mom and LA teacher I love the Idea of Inquiry leafrning in my Constructivist classroom. I use this at home. Rather than knowing it all, i pride myself on guideing to the answer and allowing kids to mess up. even simple thing like chores are great learning moments. sometimes they do things the hard way and i point out how they could had done things differently ot get them to think about what may have worked better. Collaberation in a classroom is about growing together. i know the answers many times but isn't it more fun, interesting, and meaningful to let students figure it out with a little guidance and facilatation. I plan on sorting my classroom around this concept.
I watched a wonderful movie released in 2005 called "Life Lessons" and the whole point was a teacher stuck in a rut, and not reaching kids is suddenly up against a great new charismatic teacher with fresh ideas who is willing to treat the students as equals and partners in learning. The older teacher was resentful of the new teachers relationship with the students, staff, and his relationship with learning and in the end he realized that all the new ideas and techniques touched the kids hearts and minds... the students felt special.
As a mom and LA teacher I love the Idea of Inquiry leafrning in my Constructivist classroom. I use this at home. Rather than knowing it all, i pride myself on guideing to the answer and allowing kids to mess up. even simple thing like chores are great learning moments. sometimes they do things the hard way and i point out how they could had done things differently ot get them to think about what may have worked better. Collaberation in a classroom is about growing together. i know the answers many times but isn't it more fun, interesting, and meaningful to let students figure it out with a little guidance and facilatation. I plan on sorting my classroom around this concept.
I watched a wonderful movie released in 2005 called "Life Lessons" and the whole point was a teacher stuck in a rut, and not reaching kids is suddenly up against a great new charismatic teacher with fresh ideas who is willing to treat the students as equals and partners in learning. The older teacher was resentful of the new teachers relationship with the students, staff, and his relationship with learning and in the end he realized that all the new ideas and techniques touched the kids hearts and minds... the students felt special.
Constructivism
is a theory of knowledge that argues that humans gain knowledge and meaning
from an interaction between their experiences and their ideas. This theoretical framework holds that learning always builds upon knowledge that a
student already knows;
constructivists suggest that learning is more effective when a student is
actively engaged in the learning process rather than attempting to receive
knowledge passively.EX:researching over taking notes from lecture.
In class methods
Experimentation:
students individually perform an experiment and then come together as a class
to discuss the results.
Research projects: students research a topic and can present their findings to the class. <Expert teaches other>
Field trips: This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.<discussion> Films: These provide visual context and thus bring another sense into the learning experience. Learning Based Around:
Students prefer to work in groups. By doing some type of group activities regarding a text, the teacher allows students to explore ideas with one another. The group and usually clarify ideas for one another. Sharing in small groups will provide a safe forum for students to participate and not feel they are in the spot light. The peer group can be guided by the teacher through
graphic organizers and the use of coding. By comparing the coding notes and organizers, students are able to see when they are on the right track and check their own thinking. Students of different cognitive abilities will benefit from peer learning. Vocal students will likely become discussion leaders while less vocal students are more likely to speak in small groups than in large
groups
Organization is not always a natural ability. By giving students
chances to become organized by requiring it I think they will be able to see a
difference. I will require portfolios for major writing projects. During class
introduction to writing assignments I will use several forms of organization to
get the class thinking and engaged.
This will be done on the board and allow students to move around and work
in groups. Students who are shyer will be able to share their ideas in a group
and one person can take the ideas to the board for class
inclusion.
The
essay is used in my class to check understanding.
While there is no single correct answer I am more interested in the student’s
ability to write for the prompt and synthesize and evaluate. I expect students
to have good reasoning and be able to support their statements. The student is
expected to create very well thought out and well organized pieces of writing
using the text and previous assessments as tools to adequately answer prompts. I
provide the student with a time frame to keep with the class schedule. The
student is required to use the writing process to ensure they have produced the
soundest pieces of writing.
While the essay assess higher taxonomic levels they are more difficult to
grade. Grading is more subjective. There is more chance for error in grading
including bias. Creating rubrics to grade is more difficult. I am willing to
allow students chances to defend their positions and redo work. Grading will
take more time and delay students with feedback.
My
students will engage in all major phases of the writing process including
prewriting, drafting, revising, editing and publishing. They will plan their
writing for different purposes and audiences using. Students will be able
display appropriate writing skills by creating and producing works that reflect
effective word and grammatical choices as also stated in the Writing Conventions
Standard. The students will show that they have developed strategies to improve
the content, organization and language of their writing through the revision
process. Students also develop editing skills to improve their writing
conventions. This will all be put together in a portfolio and handed in to me. I
will ask them to provide me with a table of contents and write a letter telling
what is included and why it is important (or why they did not find it valuable).
I created a feedback response page to help give students clear feedback on each
stage of the writing process for the portfolio. I wanted to give students an
idea of how they were doing other than simply marking on their drafts. I also
can give feedback on how the student is using the writing process and what seems
to be effective. Peer review will allow students chances to learn from their
peers before bringing the works to me.
In my class I will allow the students as much choice as
possible. Students will be given controlled choice in assignments for the entire
class through voting between 4 teacher choices on a regular basis. Free choices
will allow students to choose prompts from a list of 4provided by me. If one
prompt does not seem to get their creative juices flowing then they have more
options. I will not attempt to stifle student creativity through controlling
choices however I need to be able to create rubrics and make sure prompts make
since. As long as a student can tie a choice back into a lesson or unit, I will
allow them to use their own prompts also for
class.
During
writing assignments discussions the class can openly discuss any issues they are
having in writing essays or other assignments. Essays will be tied directly to
reading assignments so many other students will probably have similar concerns.
Since all students are not vocal in class for different reasons I will set aside
half of class time for writing/ editing/ publishing and during this time
students have time for peer review or conferencing with me. I like the idea of
students having the freedom to come when they are ready but reality is some
students will not meet with me and other students for the required reviews if I
do not make deadlines for doing so. While I do not want to rush student we will
need to move forward and show some sort of progression.
I am trying to think of ways to be a more flexible and
reasonable teacher because as a student those are the teachers I put forth more
effort for. It’s really about making connections and explaining “why” is this
important and how is this going to be useful. I feel students react better if
these questions are addressed in class.
is a theory of knowledge that argues that humans gain knowledge and meaning
from an interaction between their experiences and their ideas. This theoretical framework holds that learning always builds upon knowledge that a
student already knows;
constructivists suggest that learning is more effective when a student is
actively engaged in the learning process rather than attempting to receive
knowledge passively.EX:researching over taking notes from lecture.
In class methods
Experimentation:
students individually perform an experiment and then come together as a class
to discuss the results.
Research projects: students research a topic and can present their findings to the class. <Expert teaches other>
- Question or issue
- Case study
- Long-term Project
- Problem (multiple cases and projects integrated at the curriculum
level)
Students prefer to work in groups. By doing some type of group activities regarding a text, the teacher allows students to explore ideas with one another. The group and usually clarify ideas for one another. Sharing in small groups will provide a safe forum for students to participate and not feel they are in the spot light. The peer group can be guided by the teacher through
graphic organizers and the use of coding. By comparing the coding notes and organizers, students are able to see when they are on the right track and check their own thinking. Students of different cognitive abilities will benefit from peer learning. Vocal students will likely become discussion leaders while less vocal students are more likely to speak in small groups than in large
groups
Organization is not always a natural ability. By giving students
chances to become organized by requiring it I think they will be able to see a
difference. I will require portfolios for major writing projects. During class
introduction to writing assignments I will use several forms of organization to
get the class thinking and engaged.
This will be done on the board and allow students to move around and work
in groups. Students who are shyer will be able to share their ideas in a group
and one person can take the ideas to the board for class
inclusion.
The
essay is used in my class to check understanding.
While there is no single correct answer I am more interested in the student’s
ability to write for the prompt and synthesize and evaluate. I expect students
to have good reasoning and be able to support their statements. The student is
expected to create very well thought out and well organized pieces of writing
using the text and previous assessments as tools to adequately answer prompts. I
provide the student with a time frame to keep with the class schedule. The
student is required to use the writing process to ensure they have produced the
soundest pieces of writing.
While the essay assess higher taxonomic levels they are more difficult to
grade. Grading is more subjective. There is more chance for error in grading
including bias. Creating rubrics to grade is more difficult. I am willing to
allow students chances to defend their positions and redo work. Grading will
take more time and delay students with feedback.
My
students will engage in all major phases of the writing process including
prewriting, drafting, revising, editing and publishing. They will plan their
writing for different purposes and audiences using. Students will be able
display appropriate writing skills by creating and producing works that reflect
effective word and grammatical choices as also stated in the Writing Conventions
Standard. The students will show that they have developed strategies to improve
the content, organization and language of their writing through the revision
process. Students also develop editing skills to improve their writing
conventions. This will all be put together in a portfolio and handed in to me. I
will ask them to provide me with a table of contents and write a letter telling
what is included and why it is important (or why they did not find it valuable).
I created a feedback response page to help give students clear feedback on each
stage of the writing process for the portfolio. I wanted to give students an
idea of how they were doing other than simply marking on their drafts. I also
can give feedback on how the student is using the writing process and what seems
to be effective. Peer review will allow students chances to learn from their
peers before bringing the works to me.
In my class I will allow the students as much choice as
possible. Students will be given controlled choice in assignments for the entire
class through voting between 4 teacher choices on a regular basis. Free choices
will allow students to choose prompts from a list of 4provided by me. If one
prompt does not seem to get their creative juices flowing then they have more
options. I will not attempt to stifle student creativity through controlling
choices however I need to be able to create rubrics and make sure prompts make
since. As long as a student can tie a choice back into a lesson or unit, I will
allow them to use their own prompts also for
class.
During
writing assignments discussions the class can openly discuss any issues they are
having in writing essays or other assignments. Essays will be tied directly to
reading assignments so many other students will probably have similar concerns.
Since all students are not vocal in class for different reasons I will set aside
half of class time for writing/ editing/ publishing and during this time
students have time for peer review or conferencing with me. I like the idea of
students having the freedom to come when they are ready but reality is some
students will not meet with me and other students for the required reviews if I
do not make deadlines for doing so. While I do not want to rush student we will
need to move forward and show some sort of progression.
I am trying to think of ways to be a more flexible and
reasonable teacher because as a student those are the teachers I put forth more
effort for. It’s really about making connections and explaining “why” is this
important and how is this going to be useful. I feel students react better if
these questions are addressed in class.
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