Week 5 - EDIM-513 Inquiry-based learning

Week 5 - Reflection

What have I learned over the last several weeks about inquiry-based learning?  The last few weeks have helped define, provide examples and provide resources to implement inquiry-based learning into my classes.

The week three content focused on identifying questions that students can answer through investigations.  The main goal of taking this class is to be able to incorporate the theory presented and use it in my class content.  To achieve student learning that is at a deeper level, “Inquiry-based questions prompt students to gather, analyze, and interpret data” as indicated in Week 3: Inquiry-based learning from theory to practice Topic A Instructional Media at Wilkes University.  Students also need to think critically to make connections between what they are learning in class versus what they may encounter in a real-world situation.  The video of the Science teacher was useful to see the concepts presented in our course in action.  Similar to students that may understand a new concept better with illustrations and examples, I understand inquiry-based instruction better through watching the Science teacher in action.  The teacher provided concrete science concepts and allowed the students to conduct several investigations to test their theories.

As far as my class content, week 3 gave me new ideas on how to develop questions based on principles and theories that push students to dig deeper for thought provoking answers.  The Discovery Education Tech book is a useful tool for developing questions and activities in Personal Finance & Entrepreneurship.  The format of the tech book of engage, explore, explain, elaborate and evaluate provides many resources that can be used for lesson planning and inquiry-based activities.  The format has activities that are for summarization and analysis of what was learned.  The elaborate and evaluate provide examples of inquiry-type questions that dig deeper into the content.

Week 4 module introduced me to the Pennsylvania Standards Aligned System. (SAS)   Standards-based teaching is important to my instruction in class. I always review the standards and essentials questions are intertwined into every lesson.  I will now also view the curriculum components from the SAS site.  The Big idea, Concepts, Competencies and Essential questions are all similar to what I currently use to organize a lesson.  This website is a good place to visit to make sure I am on target and also look for new ideas for essential questions.

Week 5 modules setup a framework to organize the components of a scientific explanation.  Make a claim about a problem.  Provide evidence of the claim.  Provide reasoning that links the evidence to the claim.  This is referenced from Week 5: Communicating for Inquiry-based learning, Topic B Instructional Media at Wilkes University.  Week 5 introduced us to a wide variety of Web 2.0 tools for presentations, mobile devices and communications.  I have often asked students to try new technology but not really have a good purposeful reason to switch to something new.  The Discovery Education website explain how to best use the different Web 2.0 tools and explains what is unique with each one.  Also, the inquiry-based scientific explanation helps to frame questions that are thought provoking for students. 

EDIM 516 - The Flipped Classroom

The Pro’s & Con’s of the Flipped Classroom

The goal of most teachers’ is to help their students learn and use their new knowledge in the future.  I really get a kick when I hear students talking about my class or other subjects just for fun.  As a result of our aim to do the best for our students we are constantly trying new things in the classroom.  A new method of teaching that offers students the chance of in-depth learning is the flipped classroom.  The simple description of the flipped classroom is when a teacher flip-flops the traditional classroom lecture with homework or at home assignments.  The teacher lecture is prerecorded on a video and students walk in to the classroom having already reviewed the class content.  The advantage to this model is the teacher can provide more one-on-one attention in school and students can learn the new material at their own pace.  Attached is a diagram and link -

http://wallacecenter.rit.edu/tls/flipped-classroom-resources to a website at the Rochester Institute of Technology.

How do you get started with the flipped model for your classroom?  Here are a few tips and suggestions:

1.  Start with specific lesson goals and stick to the plan.  After reading several articles and watching educators views on their own personal experiences; start with possibly one lesson and identify clear lesson objectives well in advance of the implementation time period.   

    2.  When making the videos of the lessons, use images, charts and illustrations to enhance what you say and bring the concepts to life for the students.  

   3.   When you make the videos for class, consider including some type of interactive question and answer components so that students can gauge their learning. 

   4.  Lastly, include all stakeholders in the process of switching to the flipped model.  Parents, administrators, learning support teachers and students should be aware of the change well in advance of the new lessons.  The support staff can help with a smooth transition to the flipped model and also help with any bumps along the way.  More information can be found at the Edutopia website link http://www.edutopia.org/blog/4-tips-for-flipped-learning-joe-hirsch?utm_source=twitter&utm_medium=post&utm_campaign=blog-tips-flipped-learning-rss article “4 Tips for Flipped Learning”.

The last article that I found titled “Teaching and Learning:  A paradoxical process” stated that the flipped classroom model may not work for struggling students.  The author explains that students who typically struggle in the traditional class may not have the personal learning skills to understand the content covered in the videos.  He described in detail how in a traditional class lecture he pauses and interjects stories and anecdotes.   I think that he makes several good points and his ideas can be incorporated into the flipped model for better success.  View the article at the following website. http://teacherheadley.blogspot.ca/2014/07/the-flipped-classroom.html?spref=tw

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EDIM516 Week 4 - One-to-One Computer

Instructional Technology – One-to-One Computers

When I think about this assignment One-to-One computers for all students in the district, I see more obstacles than answers.  First I thought why not go with BYOD.  Most students have a laptop or tablet that they can bring in to school for class assignments.  Students would be responsible for their own device and the district would save a lot of money.  Next, I considered tablets for students because they are easier to handle and less expensive than a laptop.  Tablets though are in the beginning stages of full access to commonly used computer software such as MS Office Word, PowerPoint and Excel.  I don’t know that our district administrators, teachers, students and IT departments have the patience for the new tablets bugs and fixes.  The technology that I propose is a MacBook Pro for each student, similar to the Lower Merion School districts One-to-One initiative.    I also selected the MacBook Pro because the laptop is proven as a stable device and easy to use.  The Macbook Pro is also an industry standard in business and the work-world.

Why technology is important in education:

One-to-One Computer Proposal:

Device – Macbook Pro (13" screen) for all high school students (Grade 10-12)

Rationale – High school students will be able to seamlessly transition from school to home using the school issued laptop computer.  Students will be issued a state-of-the-art computer with standardized computer applications and Internet access for all high school students.  The goal is to promote and cultivate collaboration and teamwork for students and teachers through digital communication.

Target group –

• ·      High school students (Grades 10 -12)
• ·      All three high schools – approx. (600) in each school
• ·      Student body background – use of technology in elementary & middle school through classroom carts & computer labs (Macbook Pro)
• ·      Central Bucks School district – Upper/middle class (socio-economics) most students have access to personal laptop computers & mobile devices

Implementation Plan & Professional development –

• ·      Students will be introduced to the district technology devices and computer applications in elementary & middle school classes. (Macbook Pro)
• ·      Students must take a digital citizenship course in 9^th grade before they are issued a district computer in high school.  (similar to Lower Merion School District)
• ·      Parents must complete a 2-hour district Macbook Pro instructional seminar before students are issued the laptop. (similar to Lower Merion School District)
• ·      Increased IT staff will be hired to support the implementation plan
• ·      Teachers will attend a 4-hour professional development seminar that reviews the implementation plan and technology goals. (as referenced in the One-to-One worth the investment article)
• ·      Teachers will attend a 2-hour planning and collaboration seminar each year.

Expected Outcome

• ·      All high school students will have access to digital technology that promotes creatively and innovation in the classroom. (as referenced on the Apple - Stand out Schools website)
• ·      The district will promote positive digital citizenship for their students through training and district tools on the laptop computers. 
• ·      Students will be prepared for a dynamic technological world as a result of the advanced technology that is integrated into every classroom. (as referenced on the Apple - Stand out Schools article)

Possible Problems -

• ·      Insufficient use of the laptop computers – teachers do not integrate into most lessons.
• ·      Laptop computers too expensive – the computers brake or do not work well
• ·      Training insufficient – teachers, parents, students do not understand how to efficiently and effectively integrate the laptops into everyday learning (as referenced in the One-to-One Worth the Investment article)
• ·      Inappropriate use – students download software and inappropriate materials on the laptop.

Resources:

"Are One-to-One Laptops Programs Worth the Investment?”, District Administration Magazine, Article. Feb 2009. http://www.districtadministration.com/article/are-one-one-laptop-programs-worth-investment.

“Apple – Education Seminars & Events – Standout Schools” 2012 Available online at

http://edseminars.apple.com/standout-schools/.

“The Lower Merion School District” Available online at

http://www.lmsd.org/about-lmsd/index.aspx.

EDIM513 - Inquiry Based Learning

Week 3 -


I think that there is somewhat of a disconnect between standards based teaching and incorporating real-world activities into the classroom.  The last few weeks of this class has helped to close the gap of the disconnect and provide ideas and strategies for everyday teaching.  In Inquiry based learning teachers guide students towards deeper meaning and learning of classroom content.  Students are more active in case studies, problem-solving, investigations and resolving real-world issues.  What we learned in the first two lessons sounded reasonable but I didn't know how to put the ideas into practice.  

The video of the science teacher changed my thinking of how to put inquiry and investigation into practice.  His lessons were simple and straightforward but the students demonstrated a deep understanding of the content.  It was clear that he focused on the science learning standards for physics.  When he spoke to the audience and reflected on the goals and objectives of the lesson, he mentioned the science/physics vocabulary, math & equations.  He also had activities that the students progressed from basic optics concepts to a real-world application. (human eye functions)  I also liked the way he paired the students in groups.  Often when I pair students together, one or two students stand out as leaders and get the work done.  What I observed in the video is that one group could see the "big picture" and described how the eye works but didn't include the fine details.  Another group worked on the fine details but could not explain the overall workings of eyesight.  I think that it is very important to know students individual strengths and pair groups together accordingly.  That is a new strategy that I will take away from this class.   I also read that it is very common in the workplace for people to work in teams.  The team model makes sense when each member has a specific role and job.

One question that I have is how should you grade some of the inquiry projects or activities?  The science teacher had the students work on several projects but didn't go over grading.  I wonder if students grades come primarily from tests?  

Week 3 - Acceptable Technology Use

Technology - AUP Policy

This week's assignment was difficult to add my personal touches to the Technology Acceptable Use document for my district.

I read over our district's policies and we have three school board policies. (815, 816, 817) The first is for students using the Internet, Computers and Network resources.  The second is electronic communication and social media.  The third is freedom of speech related to appropriate online communications for staff.  Each board policy is several pages and very specific and detailed.  Here is my own version of the technology acceptable use   -

Central Bucks School District (815)

ACCEPTABLE USE OF INTERNET, COMPUTERS AND NETWORK

RESOURCES

The Board supports use of the computers, Internet and other network resources in the district's instructional and operational programs in order to facilitate learning,

teaching and daily operations through interpersonal communications and access to

information, research and collaboration.

Computer use is restricted when a picture or image is deemed harmful to minors including images that:

Depicts, describes or represents in an offensive way with respect to what

is suitable for minors, an actual or simulated sexual act or sexual contact, actual

or simulated normal or perverted sexual acts, or lewd exhibition of the genitals;

and taken as a whole lacks serious literary, artistic, political or scientific value.

The Board declares that computer and network use is a privilege, not a right. The

district’s computer and network resources are the property of the district. Users shall

have no expectation of privacy in anything they create, store, send, delete, receive or

display on or over the district’s Internet, computers or network resources, including

personal files or any use of the district’s Internet, computers or network resources.

The district reserves the right to monitor, track, and log network access and use;

monitor fileserver space utilization by district users; or deny access to prevent

unauthorized, inappropriate or illegal activity and may revoke access privileges

and/or administer appropriate disciplinary action. The district shall cooperate to the

extent legally required with the Internet Service Provider (ISP), local, state and

federal officials in any investigation concerning or related to the misuse of the

district’s Internet, computers and network resources.

Administrators, teachers and staff have a professional responsibility to work together

to help students develop the intellectual skills necessary to discern among

information sources, to identify information appropriate to their age and

developmental levels, and to evaluate and use the information to meet their

educational goals.

Students, staff and other authorized individuals have the responsibility to respect and

protect the rights of every other user in the district and on the Internet.

Personal additions to the AUP Policy - 

•   Use restricted to specific activities related to classroom curriculum

•   Filtering will be used at all times

•   Use limited to information directly related to course content or other approved topics

•   students may not obtain, view, or download inappropriate information (illegal, non-school related activities, offensive materials)

•    students may not share username, password

New Hope Solebury – AUP (Small school district right next to ours & similar to our AUP policy)

http://nhsd.schoolwires.net/cms/lib03/PA01001961/Centricity/Domain/64/AcceptableUseForInternet.pdf

Lower Merion School district - AUP (Large district similar to ours.  Students must take several comprehensive technology use classes in middle school and then are given a laptop for (4) years o high school.)

http://www.lmsd.org/data/files/gallery/BoardPolicies200/Policy_AR234.pdf

http://www.lmsd.org/data/files/gallery/BoardPolicies200/Policy_P234.pdf

I read over the federal laws and I understand what each school district needs to include to meet the requirements.  I also enjoyed listening to the interview with Bud Hunt, Joe Wood and Mike Gras.  Several takeaways that I got from the interview are - First,  the IT department is not looking to restrict teachers, they want what is best for teachers and students alike.  Second, restrictions on the network could be from bandwidth and also recommendations from system providers.  Last, social media and iPhone's have changed district computer use and it is very important for teachers and schools to guide students through acceptable technology uses.