I have come across this theory of learning before in my psychology courses. I believe very strong in connecting prior learning to new learning in order to increase comprehension. Most of the lessons that I have designed begin with an independent or small group brain storm about what my students already know about a subject. I find having students doing KWL, (what do you know, what do you want to know, what did you learn) before and after lessons are helpful. Not only does the beginning activity jump start learning but the after activity reinforces it.
Although I have spent a lot of time reading about Bloom and trying to understand what it is. I still get confused about the reasoning and purpose of it.
Web Quest
Although I am not completely unfamiliar with WebQuests I am very uncomfortable with creating them. I do all of my lesson planning on the internet and therefore I feel like it would be an easy switch over to transfer that information to an interactive site.
My concern with webquests is that they will take away the interactive communication between teacher and student. Does anyone else feel this way?
My concern with webquests is that they will take away the interactive communication between teacher and student. Does anyone else feel this way?
How beneficial is power point?
In your own experience, either as a teacher, being in a classroom as an aide or visitor, or from your viewpoint as a student, what do you think are the pros and cons of teachers using multimedia presentations (PowerPoint or other slide show type formats) for educational purposes?
As a high school student I had never experienced power points as an educational tool. When I entered college I was bombarded with power points. I have experienced terrible power points, and wonderful power points. I believe that the pros and cons of power point presentations in education is based on the way the instructor organizes it.
Example of a terrible power point:
My PSYCH 001 class was taught through power point. All notes were placed on a slides and then read to the class. The class was a lecture of around 200 students. Everyday I would walk into class, sit down, pull out my notebook, and prepare to COPY notes for two hours. Each slide was filled with information. Students were unaware if they would be tested on the information so would rush in order to copy down everything they were hearing. The anxiety caused by trying to keep up with the notes, and drowning tone of the professor reading each slide, provided a perfect opportunity to "zone out." Although I could have made more of an effort to succeed in the course, the style of teaching through power point was so boring that it did not seem worth it.
Example of a wonderful power point:
My Adolescent Psych class was also taught through power point. Everyday I would walk in, sit down, and an Essential Question of the day would be up on a slide. An example of this would be:
" How can home life affect students performance?"
This would be topic we would explore for the day!
Next the next slide would be the agenda for class. For students who need this we were provided an opportunity to copy down exactly what would be done in class.
If there was a lecture planned for that day, key points would be placed on a slide in bright colors. The rest of the information would come straight from the professor. There was no anxiety because we were given exactly what we needed to write down and then an opportunity to listen and digest information.
If there was an activity planned for the day, directions would be clearly stated on a slide. Even groups for activities were divided and placed on a slide.
If an educator chooses to use power point as an educational tool, it needs to be just that, a tool. Power points can be used to help transition students, organize lectures, and give directions but: It cannot become the teacher, it must be used as reference.
As a high school student I had never experienced power points as an educational tool. When I entered college I was bombarded with power points. I have experienced terrible power points, and wonderful power points. I believe that the pros and cons of power point presentations in education is based on the way the instructor organizes it.
Example of a terrible power point:
My PSYCH 001 class was taught through power point. All notes were placed on a slides and then read to the class. The class was a lecture of around 200 students. Everyday I would walk into class, sit down, pull out my notebook, and prepare to COPY notes for two hours. Each slide was filled with information. Students were unaware if they would be tested on the information so would rush in order to copy down everything they were hearing. The anxiety caused by trying to keep up with the notes, and drowning tone of the professor reading each slide, provided a perfect opportunity to "zone out." Although I could have made more of an effort to succeed in the course, the style of teaching through power point was so boring that it did not seem worth it.
Example of a wonderful power point:
My Adolescent Psych class was also taught through power point. Everyday I would walk in, sit down, and an Essential Question of the day would be up on a slide. An example of this would be:
" How can home life affect students performance?"
This would be topic we would explore for the day!
Next the next slide would be the agenda for class. For students who need this we were provided an opportunity to copy down exactly what would be done in class.
If there was a lecture planned for that day, key points would be placed on a slide in bright colors. The rest of the information would come straight from the professor. There was no anxiety because we were given exactly what we needed to write down and then an opportunity to listen and digest information.
If there was an activity planned for the day, directions would be clearly stated on a slide. Even groups for activities were divided and placed on a slide.
If an educator chooses to use power point as an educational tool, it needs to be just that, a tool. Power points can be used to help transition students, organize lectures, and give directions but: It cannot become the teacher, it must be used as reference.
Interesting Video
http://www.ted.com/index.php/talk/larry_lessig_says_the_law_is_strangling_creativity.html
I found this talk very interesting about the affect of copyright laws on culture
I found this talk very interesting about the affect of copyright laws on culture
Questions for the Class
As a teacher and a part time student I encounter plagiarism, and opportunities for such, on a weekly basis. At first catching my students plagiarizing was very upsetting. I could not understand why they insisted on not using their own work or words. As my experiences continued I found that students not only did not understand how to credit their research but they did not understand how to feel ownership over their own work. I believe that students are not being taught how to feel a sense of respect and ownership over what they do. Projects that are handed in are an example of of a students commitment to their own education and how much they truly care about advancing their educational career.
While taking the online tutorial was incredibly educational and I believe all students need to educated on how to properly research, and site their research. I think the bigger issue is educated students on how to take ownership over their work. As Web 2.0 becomes the new literacy requirement it becomes easier and easier for students give 50% and receive 100% results.
My question to the class is: As educators how can you instill students with a sense of ownership and respect for their work?
While taking the online tutorial was incredibly educational and I believe all students need to educated on how to properly research, and site their research. I think the bigger issue is educated students on how to take ownership over their work. As Web 2.0 becomes the new literacy requirement it becomes easier and easier for students give 50% and receive 100% results.
My question to the class is: As educators how can you instill students with a sense of ownership and respect for their work?
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