Week 8 reflection

Week 8 reflection

 

This reflection has taken a bit longer than others and honestly I have learned so much more and can write about it than if I were to have just gotten it done because.

I have been working on the paper the last few weeks trying to understand each section and exactly what they are asking for. I do feel that there is some redundancy but after looking at many other papers including those in my literature review I have decided that is just how it is and I am not doing it completely wrong.  I think I have the Method section under control finally I am also understanding how to analyze data which a weakness I will admit to. I can see obvious trends but not much beyond that. I have employed my principal and tech person as my data assistance. I find trends and they either agree or disagree and then we discuss. This has helped me stay focused on the point of the data and not bringing what I think or feel into it. That is where I go wrong. I get off the topic and stray from the facts that are in front of me.

            The entire process finally came clear as I was writing my discussion section of my paper. I was happy to have been able to do parts of this paper along the way with the guidance of the class as well as my peers on site. I waited to post any comments on others papers until I had a better grasp on the parts of the paper. I cannot leave quality feedback if I don’t understand what each section of the paper is about.

            I looked at 4 different papers. One was Tracie and Barbra’s. I had looked at this paper during the review process. When I read the post for week eight I only had a questions about the percentages they documented in the analysis section. I understood that when you give a percentage for data that you give the exact percent not “about or around”. I was not sure if I missed and instruction to make our percentages round numbers when recording the data in the analysis section.

I also saw Barbra’s post offering to help with papers I left a message that I may take her up on that. I hope she is still willing.

            I also read Michelle’s paper. I suggested that she move her questions in the Method section to the appendix. I also suggested that some of the questions used in the beginning of the methods section could be left out. As I read that section I was confused as to what her focus really was.

            Hallie and I collaborated on Skype about our papers I have read hers several times. Recently it has been more for my benefit as she has already submitted hers but after looking at it I think she has a pretty good idea of what she is doing. She has been a big help this semester.

            The 4th paper I read was Carrollea’s. I didn’t find much to help with there either. She had a good product and I liked her visual data in the paper as well as her presentation.

My goal is to continue to implement my listening strategies and take the listening skills a bit farther to speaking skills. That was my original goal but in three weeks my students were only getting warmed up to the listening strategies. I would like to start having the students create the listening activities on Voki.

I also hope to keep up with the PLN that has been started. There are some great minds in this class and their ideas and applications for teaching have been great.

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Philosophy of Adaptation Week 11

Philosophy of Adaptation:

1.  My motto for creating 21st Century Learners.

Making a school a home for “globe trotters” to develop creativity, inquiry, exploration, development of evidence based opinions, expression of student voices and problem solving skills.

I decided on this motto because I feel that students educated in the use of technology are the new Globe Trotters. Technology, as a tool, can transport an island village child anywhere in the world. They can establish relationships with other students worldwide and see the cities and countries where they live. They are able to access any information about any place in real time.

The characteristics I listed are things that I believe are essential for learners to have. I want to be able to develop these characteristics in my students because I feel that they are essential qualities for the different aspects of life that one my encounter. I believe this skill set can overcome many obstacles that the students will encounter in life. Many of the ideas for this Motto have come from discussions on twitter or with others in my PLN.

2. How do I adapt to change in my environment?

I will begin my teaching career with the skills I have today.  I will continue my teaching career by listening, observing, and communicating with students, teachers, parents, the educational community, and the technology community so that I am continually stretching, evolving, bending, and reaching, to become a better version of me each time I introduce myself to a class.  

3. How do I support my students in adapting to change?

As I move forward I will support my students in adapting to this change by exposing them to technology and its various adaptations. Through exploration and exposure to the constant change of technology students can learn to apply their previous knowledge to the new and ever-changing technologies. Thinking out of the box is another way I can support my students. I will begin teaching my students to see new and different adaptations for programs, games, and other technologies. I hope to use various games or programs with my class to teach different topics or ideas. I want my students to experience thinking outside of the norm or the standard. This type of thinking develops the students ability to apply their knowledge to the development of new processes or ideas and well as solving problems in or out of school.

 

week 10 Leadership lessons from games.

Essential Question: What Leadership Lessons Can We Take from Gamers?

 

I will admit I have mixed feelings about writing this blog. I feel that we can learn something from everyone… I don’t believe that all that gamers are leaders the same that I don’t believe that because you I taken a this class I am great at implementing technology. It is what you do with what you learn that makes you a leader. The qualities that I identified are as follows:

 

  • Innovation
  • Focus
  • Practice/ continuing education
  • Working with others for a common goal
  • Seeing a bigger picture.

 

Innovating is a leadership skill that keeps you on top of your game. It is being able to see what is around you and understand it enough to use it effectively. This can be something applied to life as a theory or skill. It can be something physical like building something or creating something. Strategies have been around for years and they continue to evolve for success. This innovation is a leadership quality.

 

Focus is a leadership quality that keeps you on track so that you can finish what you start.

 

Practice, repetition of skills to application of those skills and continuing education is a leadership quality that when applied to life is a large part of success in your area of choice. Gamers learn about their games from others to be successful. They play it over and over to get better and in some games life or “experience” Leaders do the same thing they research what they need to know they talk to others to help solve a problem which leads to my next quality. They apply what they learned to the next level and so on.

 

Working with others for a common goal. Leaders know how to work with others to achieve the goal. Depending on the game you have to work as a group and each person has a job if you don’t do your job then the team “dies”.

 

Seeing a bigger picture goes along with teamwork members of a team have to get over their own ego to see the bigger picture for the team. This may mean that you are not always right which can be tough to swallow.

 

A discussion this summer with a girl that is a “gamer” and also is attending school to learn graphic design also showed me another side of gaming that I didn’t know existed. She talked about how some games are based on theories of society At the time she quoted several different theories and that these games were based on these ideas. These theories are then applied and the gamer is on a simulation of what they might be like and how they would solve problems in that society. I wish I could have been able to contact her for this interview but was not able. She was the first person to actually get me interested in “gaming” I wanted to see what she was talking about.

All of these skills are reinforced in games and many other places. I found many of these in competition either choir, or sports, Culinary arts students team is another place I found these. It is all about what you do with these skills that makes you a leader.

The following interview questions were discussed with two “gamer” colleagues. Their experience was not as in depth as the young lady I spoke with this summer but still gave me some ideas.

 

1.  How can gaming be used to teach important skills in the classroom?

 

Unless the game was intentionally designed to do so, anything more than simple flash games that might teach critical thinking skills would probably be too time consuming as well as distracting for any efficient acquisition of skills. If anything is to be learned through non-education driven games, it has to be very intentional.  Although, knowing enough about a game and using aspects of it during instruction could definitely be a booster to engagement and motivation. (I.e. Talking about characters – who are the characters in X game?)

 

2.  How does gaming help individuals work together?

 

In many games there are often co-op/multiplayer options in which players will have to work together in order to accomplish certain goals and overcome obstacles. In certain games types (MMOs in particular) members of a group will have a specific role to play (healer, tank, dps). If everyone isn’t working together and doing his or her job, everybody dies ☺ Being able to communicate well goes a long way towards a successful venture.

 

3.  How can playing games teach leadership skills?

 

Again, it depends on the game type, but certain games present the opportunity for developing skills such as planning, organizing, delegating, arbitrating, etc…

 

Many story driven games are also leaning towards emphasizing the fact that decisions have consequences. When presented with a situation, how you handle it changes what you face next or what happens later in the storyline. Actions having consequences, good or bad, can never be acknowledged enough in my opinion.

 

4.  Can playing games prepare students for real life situations or jobs?

 

If the game is designed to do so, then maybe. For instance, I have heard of the military using certain games/simulators to help train soldiers. Flight simulators also come to mind.

 

If the game involves communicating and working with other people it can definitely help students prepare for the reality that in real life, you have to communicate and work with people!

 

5.  What type of social undertones do the games you play have? Do you recognize any theories of society?

 

My lack of knowledge regarding prominent theories of society may be hindering my ability to answer to this question.

 

6.  How does that relate to you in the real world

 

N/A

 

7.  Pick you favorite game… How would you use that to teach?

 

Different games lend themselves to different situations. Many games are stories in action. They have characters, plots, problems, solutions, etc. Having students analyze the story would be one way to use a game in teaching.

 

There are often different objectives that have to be met in a very specific way. This could be used in writing a How To piece.

 

Many calculations also go into various games. If an enemy has this much health, and we have this many people doing this much damage per second, how long will it take to take that enemy down? How much experience would I need to get to X level? How many more materials do I need to gather to make X? Etc…

 

8.  Do you know what games are popular with your students right now?

 

Call of Duty Black Ops 2; Grand Theft Auto 5; NBA; Halo

 

**** The last Source was one of my favorite reads on this topic. Serious Games for Smarter Skills: The Future of Learning

 

Meister, J. (2013). Gamification In Leadership Development: How Companies Use Gaming To Build

Their Leader Pipeline. Retrieved from http://www.forbes.com/sites/jeannemeister/2013/09/30/gamification-in-leadership-development-how-companies-use-gaming-to-build-their-leader-pipeline/

Reeves, B, (2013). How Video Games Build Leaders. Retrieved from

             http://views.washingtonpost.com/leadership/panelists/2010/04/transcript-byron-reeves.html

Boinodiris, P. (2013). Serious Games for Smarter Skills: The Future of Learning. Retrieved from

http://www-01.ibm.com/software/solutions/soa/newsletter/oct09/article_seriousgames.html

Seaccr Final Paper Draft

Finishing the research paper.

The research paper has been interesting to finish so far my biggest problem has been the methodology.  I have had two extremes and it has been yet another moment of learning things I didn’t even know I didn’t know. 

I also need to keep reminding myself that this is about the learning process. I keep thinking I need more data and am concerned because I feel the data is not complete. I have to keep reminding my self that this is about the process of completing the actual paper and learning the process. Reflecting on that so far I have learned a lot of information in a very short time.

Here is what I have so far. I have made some personal notes in sections where they don’t belong for the final paper. This is just how I keep track of my thoughts until I get to the section they belong in. Any feedback is welcome. This is not even close to a finished product but I am hoping for some feedback.

 

Classroom Research Paper Seaccr

 

Abstract

 

Introduction

This purpose of this study is to find effective listening activities for middle to lower elementary classes. Students are required to listen daily in the classroom and with the implementation of the new Common Core Standards students are required to demonstrate their listening skills. Much of the current research is based on Middle school students through college students; also many of the studies are applied to ESL classrooms or foreign language studies. The research data is showing some increase in listening skills using technology based activities that student are engaged in. What are some effective strategies to help increase students listening skills? 

 

Literature Review

 

The background literature focuses on developing the speaking and listening skills of students learning the English language. Ninety percent of Savoonga’s school qualifies as ELL students, which makes these studies relevant to the population I am teaching.  According to Lui (2001)”Tools to support language learning is growing, both from the perspective of a language educator and that of a language learner” (p.3). Four of the five studies used some form of technology mixed with class instruction to help increase these skills. In these studies the results were shown to have a positive effect on the students speaking skills. “A teacher must continuously alter, modify, and present material from a non-traditional approach to keep the learners enthusiastic and on task.” (Cenin, 2007 p.4) The four studies show positive results, when technology is used, in student engagement as well as achievement.  When addressing listening skills Cenin stated, “For listening skills to truly grow, processes need to be made less repetitive and more a part of the students’ environment.” ( 2007 p.18).  The fifth study is a large review on past research using technology to increase students Language Arts skills. “Findings from numerous studies suggested that the use of visual media supported vocabulary acquisition, and reading comprehension, and helped increase achievement scores (Lui, 2001 p.23). Within these studies researched one group looked at 6 studies using online books that were used to promote speaking skills. The studies found “that as the students became more prolific readers, their discussions shifted from dealing with technological difficulties to the content of the books.” (Liu, 2001 p.19) This suggests that those skills can all be used to help increase student skills in listening. All of the sources suggest a positive effect on listening with the use of engaging and contemporary applications of technology. 

 

Methodology

 Research Design 

In this study on strategies for teaching listening and speaking skills, I take a participatory action research approach examining qualitative data while implementing bottom-up listening strategies in lessons to enhance student listening skills. Participants are 3rd  & 5th graders from Hogarth Kingeekuk Memorial School in Savoonga, AK. 

Pre and post student surveys to identify student evaluation of their own listening skills and what they understand listening comprehension to be, will be given at the before interventions begin and again after four weeks.  Surveys will happen here because I want to get an idea of the students’ personal evaluation of their skills and also their understanding of listening comprehension.

Observations will occur in class to determine class participation as the students use strategies and begin to make them part of their listening process. The time and place of observations are chosen to be administered at one-week intervals. Observation notes are completed immediately following the observations, and filed according to the day.  The documents to be analyzed are Student surveys, video observations, and student journals. 

Weekly student journals on the topic of listening comprehension as well as the bottom up strategies will be will be reviewed. Journals will be assessed weekly with the other data and the information collected will be filed according to the day.

 Analysis 

This study’s validity will be check through triangulation of the analysis of multiple sources of data including, observations, student surveys and students journals. I will also have a colleague reviewing the data as another validity check.

 

Results (not sure if I did this section correctly)

         The three forms of data collected were class observations, student surveys, and student journals.

 Observations

         The data I observed in the videos pre-intervention are as follows initial engagement was about ___ seconds. After that engagement was sporadic and many students were engaging in other activities like shoe tying or carpet picking. The post intervention video was

The Data I produced using the surveys is: _70_% of the student knew what listening comprehension was before the activites. _77_% of students understood what listening comprehension is after activites.

When asked how often they are required to listen for information during the school day _0% answered once in a while, 22% some of the time,_0%most of the time and 77% all of the time. After the lessons 88% all of the time, 11%some of the time.

When students were asked; When you listen to directions you understand – 66_% all of them, _22_%most of them, __%very little of them, 11_% none of them.

After the lessons and activites the answers were as follows: 11_% all of them, _66_%most of them, 11%very little of them, 11_% none of them.

The following questions were for teacher information to get an idea of activites and the student comfort level some results were interesting but don’t pertain to the listening activites they were not surveyed again.

Do you like to speak In front of the class 33% said no and 66% said yes. Results were the same after the lessons

Reasons for not liking to speak in front of the class 16% I don’t know what to say, 50% I get nervous, 16%I get embarrassed, 0% I don’t like the attention, 16% I am afraid to mess up

Those that liked to speak in front of the class  gave these reasons for liking it. 66% I like to share what I learned, 16%It makes me feel good, 16% I think I am good at talking to groups, 0% I like it when people listen to me.

When asked if they finished a project would you like to share it 55% said yes and 44% said no.

How would you like to share your project students answered 41% would like to tell the class about it while they show the project, 0% write about it and put it on the wall in the hall, 41% make a video, 16% write about it in a newsletter, 0% use a classmate interview to share the project

The data produced from students’ journals are writings on different topics.

Journal 1: I think I use listening comprehension…( tell me when you think you use it)

Students talked about listening to a family member when they give them orders. Students wrote about listening to the teacher when they were not behaving. (No entries about listening for directions in class or listening to learn things. ( very telling) in discussion)

Journal 2: What helps you remember instructions when you listen while the teacher is talking?

Students’ answers included  I use “active listening” in SFA.( reading program.  This is a reminder we use daily it includes sitting up, facing the teacher, hands and feet quiet, not talking while speaker is talking.) Other answers included I listen to the teacher, (all can be done with no engagement)

Journal 3: How can listing key words help you when you are listening in class?

Students told me how to use this strategy but now how it helps them.

Students told what key words are but not how listing them can help you.

 

Appendix

Listening Survey

 

What is listening comprehension?

  1. Understanding what you read
  2. Understanding what you hear

 

How often do you think you have to listen for information?

  1. Once in a while
  2. Some of the time
  3. Most of the time
  4. All of the time

 

When you listen to directions you understand

  1. All of them
  2. Most of them
  3. Very little of them
  4. None of them

 

Do you like to speak in front of the class?

  1. yes
  2. No

 

IF you do not like to speak in front of the class why don’t you like it?

  1. I don’t know what to say
  2. I get nervous
  3. I get embarrassed
  4. I don’t like the attention
  5. I am afraid to mess up

 

If you do like to speak in front of the class why do you like it?

  1. I like to share what I learned
  2. It makes me feel good
  3. I think I am good at talking t groups
  4. I like it when people listen to me

 

If you finished a project would you like to share it with the class?

  1. Yes
  2. No

 

How would you like to share your project?

  1. Tell the class about it while you show it to them
  2. Write about it and put it on the wall in the hall
  3. Make a video
  4. Write about it in a newsletter
  5. Do an interview with a classmate to talk about it

 

Etlead week 9

Essential Question: What are the challenges in shifting content from “what” to “where” and “how”?

The shift has several challenges starting with the teachers’ attitudes toward this shift. Things are consistently changing in the field of education and now the shift is technology, which changes so rapidly. Some teachers get stuck in their ways and they tend to have a harder time adapting. As a teacher you see change all the time in curriculum and it seems to go around and around old techniques get new names. Technology is now the method of delivery as well as “construction “ on the student part. This is very different then when I was finishing Ed school in 2001. I knew how to use the computers and different techniques to deliver information. I also knew about Word processor and other basic programs to have the students create documents or maybe even a PowerPoint presentation. Now it is Blogs, slideshows, animated short films, podcasts, basically digital everything.

Teaching in a rural area I could really capitalize on this because many of the students don’t have the amount of technology at home that we do at the school. I personally need  to implement more into my class to help keep the kids engaged. I try different things here and there but nothing consistent yet. I know the students have phones but this has been an issue in classrooms. The students will just sit and text and not pay attention so the cell phone has been banned in the classroom. 

Another challenge is the idea of letting students find their own information and trying to learn from it. That would mean giving up the “reins” as a control freak teacher that is tough.

As I write this I am thinking of a way to have the students search methods of multiplication and have them find a video. I have not gotten past that part. I cannot decide what they will do with this information. Do I wait and use this techniques to introduce division since we have already received instruction on multiplication and its meaning?

The facilitator role is hard when you are worried about the students learning their skills correctly so they can apply that basic knowledge later.

 

The next challenge then becomes knowing when and where to use this type of instruction. In Savoonga we have used some programs that were very explicit and scripted to get our students to be able to read words consistently and fluently even those  that didn’t always fit into the “rules of English” that we have. That has helped many of our students and I feel that knowing when and where to use the explicit instruction in conjunction with the self directed learning is tricky.

That is just the perspective from a teacher. Next there is the Administration’s perspective. Are they on board? Does the Administration have a clear idea of implementation and do they support it with clear goals and guidelines? With out good leadership and a path to implementing with support some or many will not use technology to its full potential.

etlead reflection week 8

This might have been my favorite week so far in this class I thought he discussion on twitter was helpful although It started a bit slow I was really liking the discussion I thought Michelle did a great job. And it was atopic I had been researching since I am interested in schools that seem to lean toward these curriculums. I also am creative and can take ideas and make them fit my class so when others joined twitter I was busy thinking and applying and actually missed some of the conversation. I like those type of twitters.

I commented on Tracie’s blog this week. I liked the idea of and intro of a picture or something which I have done to generate thought about words. She has taken it to the next level and has the student generate questions which I would like to begin to implement and use with another idea I got form Barbra about putting the EQ on the wall and using sticky notes for question and thoughts to add to the idea. I left Hallie a note about my week 7 blog that has questions listed for a collective but can be applied to classroom questions.

My goal for this week possibly implement the question strategy offered by tracie and mix it with Barbra’s.

 

etlead reflection week 7

This has been a crazy  few weeks of trying to get caught up I still have week 5 reflection to finish. I hope to finish 7 and 8 today as well as seaccr. This post was interesting for me as I have mixed emotions about the collective. I have similar feeling to Amber about graded classes in the collective but have learned a lot since I have been reading blogs and getting feedback.

This week again I contributed to twitter as well as posting on others blogs. I tried to leave some support for Amber. I have chatted on Skype with her and know that she is stressed right now with everything as we all are. I did also leave a different perspective in the comments. Hallie had a good blog as always and I left her an idea for doing a collective  after using the explicit instruction which was derived from input by Tracie.  Tracie also has good blogs and I seldom have anything to offer her as she seems to have a grasp on this already. I did however let her know I consider he a good “go to” person and that I appreciate her blogs.