Saturday, November 21, 2009

Eye to the Future


I am standing here on the edge of my Lesley education, looking out at my Master’s degree which is only one course and a few months away. Entering into this program was one of my plans for the future. Looking over the list of courses in order to pick my final one, it was wonderful to see new courses being added by Lesley. The University is actively planning for the future as well.


What course did I choose? Building Online Communities/Facilitating Student Discussions - This course focuses on building the skills and understanding of what is needed to create a supportive and constructive online learning environment through appropriate facilitation techniques and strategies in the K-12 environment.


For an edtech geek like me, this is exciting stuff! To be real, I do not envision myself teaching my middle school students completely online. However, there are components of this that can be brought to my classroom. It would be fantastic to introduce these students to online learning through some activities and projects. Imagine if I could have all the middle school students in my school participating in one online community learning together even as they learn separately in their own classrooms. Quite a powerful lesson that brings to mind the idea of the Flat Classroom.


Additionally, with the rise of prolonged absences (illness, etc.) in schools, the ability to keep teaching and learning in an online community setting could be invaluable. This could be expanded upon and I could create learning opportunities that are fun and engaging over summer break. Students needing extra help could be part of an online learning community with mentors or tutors. Are there activities that students wish to participate in that the school just can’t fit in to the regular day that may transfer well to an online community setting? Would an online debate with another school be possible? As you can see, my ideas for this concept and the future are varied.


Yes, my degree is in sight. This goal for my future is almost complete. Honestly, I will miss the classes at Lesley, the camaraderie of classmates/instructors, and the trading of ideas. My future is brighter and clearer due to having participated here. If your “eye to the future” includes education and you are thinking of taking the plunge, from my own experience I can strongly suggest that you give yourself the green light and jump in!




Note: If you would like to connect – I’m on Twitter as MrsDi


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Thursday, November 12, 2009

Conceptual Understanding in Mathmatics

Throughout the math courses I've taken in the K-8 math program here at Lesley University, there is a very common recurring theme that is modeled for us week after week, and concept after concept, and that is the importance of building conceptual understanding with each math concept. This is easier said than done for someone who has been taught all the traditional algorithms, and I can apply them like no one's business, but until I explored some of them at a conceptual level, I was only applying procedural knowledge, rather than doing any higher level thinking. A good example is that I can divide fractions very well, and I always remember how because of the good old saying" Yours is not to wonder why, just invert and multiply." But in a number theory class when we had to use geometry and area models to show we knew WHY rather than how, I was immediately out of my comfort level. Conceptual understanding should be a base that helps bridge the gap between the concrete and the abstract. If we jump right to the abstract, then we are doing a very large disservice to students.
As a math teacher, I was already aware of this, and thought I was doing a fair job teaching conceptual understanding first,and in some cases I was, but there are so many fantastic ways to explore math that appeal to all types of learning styles and provide a very rich, multi-modal way of building on prior knowledge to form new understandings. Just when I think I have great teaching activities, I discover yet another way in one of my classes to explore math. In my Geometry class we were recently exploring copying angles, and I could certainly do this with a compass, but we had to use paper-folding to accomplish this and then explain why it worked. What a challenge! But I learned so many new things by doing the paper folding and it increased my understanding immensely.
As a math teacher, I spend a fair amount of my time searching for,and differentiating activities to reach all learners in my class. I have found that each Lesley class I have taken has handed me a multitude of fantastic activities built upon the premise that conceptual understanding is key, and I get to experience these activities first myself as the student before sharing them in my classroom. What a fantastic learning opportunity this has been. When I look back at my own growth as a teacher in the year I've been in this program, I'm amazed and extremely thankful that I chose the K-8 math class series. Jen Nelson

Saturday, November 7, 2009

Technology & Active Participants in Learning

Did you ever see that commercial where the kids are told what to do, where to sit, what to study, and they have no choices except for what goes on their sub sandwich? Beyond just being able to improve their life by picking out pickles over tomatoes for a sandwich - I strongly believe that our children need to have some measure of control over their own learning. This can be difficult, however, when we have a set amount of content that must be given to them in a short period of time. How can we provide opportunities within our instruction to allow students to be true active participants in their learning?

In ECOMP 6016 (Teaching & Learning with Digital Media) we explored a variety of technology based projects that included the use of audio and video. Ranging from simple to complex, these types of projects can bring a new and exciting way for students to express and present ideas. It gives them a measure of control over the process with very personalized exploration and presentation of learning.

During this class I participated in a technology enhanced activity that utilized a flatbed scanner. Taking this activity further and directly into a classroom, I scanned in Kindergarten artwork (Fall Fiesta autumn trees) and uploaded it to Voicethread. Each student then sat with me and recorded an audio reflection about their artwork. Feel free to visit at http://voicethread.com/share/230542/ (classroom songs were added at the end as an experiment). The end result is something each student can take true ownership of and easily share beyond the classroom.

Taking inspiration from another 6016 activity, I gave my middle-school students creative control over a m
edia project and this brought forth some fantastic work as they created multi-media stories about some group building exercises (they were away at a camp for a few days). They combined pictures, music, text, voiceover, and personal creativity to produce vignettes that will be available for families and classmates to view and share. This type of activity is creative, motivating, and empowering for students.

Technology is not the magic bullet to solve our education problems, but integrated well into curriculum it can provide an enhancement to instruction that engages students. Through my TIE courses here at Lesley I am learning how to best bring technology into the curriculum effectively, how to use it for assessment, and how to motivate students with its use. Almost every homework assignment that I complete for a Lesley course brings inspiration and new ideas to me to transfer directly into my own class environment. My students are enjoying the creative control they are given and are stepping up to the challenges. I am not the only one to benefit from my Lesley TIE classes as my students are reaping the rewards as well!

Wednesday, October 28, 2009

Differentiation of Math

As a classroom teacher one of the challenges I face is finding the time and resources to differentiate instruction in a way that is truly effective so that all students are able to learn at their level. My typical math classes of about 26 students consist of a diverse range of learning styles and needs. There are usually about 6 students on IEP's, 8-12 Title One students, several Hi-Cap students and students who are in the range of being at gradelevel. The challenge this presents for math is finding activities that are both engaging and appropriate so that students are able to work the zone of proximal development.
In the Math Masters Program, every concept we have explored has been approached from a very multi-modal aspect. The activities are geared specifically toward building conceptual understanding. Many of the activities we do provide a variety of ways to make connections and build upon prior understanding. A great example is; currently in my Geometry class we are studying about angles and constructing perpendicular and parallel lines to create a transversals. Instead of simply using a compass, we approached the concept from several aspects. We used paper-folding, which was a very tactile,concrete way to see the "why". We also did a compass construction and had to tie those two methods together by explaining why the compass construction worked, and then we used a computer program to create and construct the same figures and properties.
By exploring this concept in multiple ways, it showed how you can approach differentiation in the classroom by using non-traditional methods of exploration that build on conceptual understanding, and appeal to different learning preferences and needs. My own understanding of the concept has deepened immensely by having experienced a familiar concept in new ways. This particular lesson has given me a whole new set of activities for which to approach differentiaion when I teach Geometry.
I would like to add that the experience I've had in Geometry class has been typical of my experience in all the math classes I've taken. There are so many approaches to learning math that are rich, engaging and multi-modal and they are an absolute necessity for differentiating instruction compared to some of the more traditional methods that have been taught in classrooms in the past. These experiences have directly effected how I design my lessons, which has had an immediate effect on student learning. It's been a very exciting and rewarding journey over the past year. As always I look forward to the classes ahead.
Jennifer Nelson

Sunday, October 25, 2009

We all can't wait until Monday!

After completing a self-evaluation three weeks ago, I have found that my science instruction has not followed the model of inquiry very closely. I have been engaging my students in traditional, old school, recipe-like labs that require the students to follow a list of instructions in order to reach the predetermined goal. These types of lessons are filled with mostly right and wrong answers. The activities do not give the students a chance to develop, explore, or test their own ideas. My students are missing out on inquiry, missing out on real science.
Fortunately, I am now learning how to adapt my large inventory of science activities, which I’ve been using up until this point, so that they can start to shift towards learning through inquiry. This semester’s class is focusing on improving classroom “facilitation” (not instruction-move away from “teaching”). There are two strategies that I’ve already incorporated.
The first strategy is one that I call “What & Why?” It’s a form of questioning used to probe for student ideas. I have started to use this when my students are in the predicting stage of their investigations. More specifically, I ask them “What do you think? & Why do you think that?” when making their predictions. I’m trying to stress that their reasons for their prediction are just as important as their hypothesis. I’ve seen this become a great asset to discussions before and after the experiment/test portion of the investigations. Just last week, I had a discussion with my classes about the results from their “Metric Mass” investigation. They were faced with surprising evidence that contradicted their predictions. They could actually share why they were wrong by looking back at their written reasons. They could see how different their ideas were before testing their hypothesis.
The second strategy I’ve applied to my “facilitation” of inquiry is one that encourages formation of student ideas. I introduced a new “Journey North” project by passing out an unknown object (Emperor Tulip Bulb) to pairs of students. (Thanks Sally Crissman!) I did not tell them what it was, but I asked them to record any questions they had in their new science journal. We discussed the questions they had without answering them. I took one of the questions, (What is it?), and turned it into a “What & Why” prediction. This was followed by a “Where & Why?” prediction about where I got the objects. The students recorded and shared a wide variety of ideas about what the object could be. They thought it could be an onion, garlic, potato, seed, nut, plant, man-made object, radish, or a turnip. Only three students were convinced it was some kind of a bulb. As the students passed in their journals and exited the classroom, they begged me to tell them what it was. I said, “We’ll find out on Monday.” I spent about $17 on the above produce that I plan to share on Monday. They will be able to see if their predictions were correct… without me telling them. We all can’t wait until Monday!
-Mark H.

Friday, October 23, 2009

Examples for direct classroom use


A quick background – I am a mother of 3 school age children, went back to work recently after being a stay-at-home Mom, found my dream job as a Technology Integration Specialist (K-8) and don’t have the ability to physically attend classes for my desired Master’s degree (not enough hours in the day!). The solution – Lesley University’s TIE Master’s program where I found superior professors & classmates from around the world and courses on topics that I can implement right away in my classrooms.


We are teaching our students about the idea of “global community” and “flat classrooms” in which the physical walls of the classroom can be broken down through use of technology so that students can see and interact with others across the world. Imagine how empowering this is to a student when they realize their voice and their work can be seen and heard by an audience greater than what we find in the confines of the physical classroom!


Let me share a couple of examples with you. In ECOMP5004 (Technology in Language Arts) we did a version of the Monster Exchange. Paired up with a partner, each of us created a monster. I used the drawing tools in PowerPoint. Next we wrote and revised descriptions of our monsters and exchanged them (our pictures were not posted yet). From the written description, I had to draw my partner’s monster. I posted my picture, she posted the original, we compared them, and reflected on the process. She did the same for mine.


This is something I can implement in a classroom immediately. Having the first hand experience of being a student in the process gives me insights that will be invaluable in bringing the activity into a classroom. This was a fantastic assignment that brought strong literacy skills together with technology.


A second example comes from ECOMP7010 (Emerging Technologies). I am fascinated with Google Earth and all the potential this resource has for use in the classroom (such as Google Lit Trips). However, it was a bit daunting to try tackling the learning of such a vast resource on my own. An assignment in this course provided me a structured activity to explore and create. Along with the guidance of my professor and input from my peers, I tackled Google Earth. I can now teach my students and help staff members create Google Earth trips and all are enthusiastic about getting started!


Challenge yourself to learn about the educational technology that fascinates you and learn in a constructive, positive environment. Learn to use technology to enhance curriculum rather than just decorate it. Check out the TIE program at Lesley. It was one of my best decisions.

Sunday, October 18, 2009

Factor Lattice models

Last spring in my number theory class, one of my favorite activities we did was creating 3 dimensional factor lattice models. I'm just about a week away from implementing it with my current students. You use toothpicks (primes) and clay (vertices)to create a 3 dimensional model for a number. I wanted to share this activity because many of us from grades 4-12 are beginning our school year by either teaching or reviewing factors,prime factors and greatest common factor, least common multiple. The activity I will share with you is such a fantastic tool for exploring and making connections across concepts within math and allows students the opportunity to experience these concepts in a very tactile way. There are also endless patterns within the models for students to discover, and a nifty way to tie in technology.
You begin by choosing a number,and finding it's prime factors. Next you start with a vertex from which each prime factor(color-coded toothpick)will extend in a different direction. (Two prime factors will result in a 2 dimensional model, and 3 will result in a 3 dimensional model.) From there, each toothpick represents a multiple of the prime, with a vertex connecting them. Once your model is complete, you can use the primes and vertices to multiply and label all remaining vertices. When finished, the number of vertices is the number of factors, and each factor is labeled on the model. From there you can determine the GCF and LCM of the number by navigating through it.
Students can then create a digital model using Microsoft word, and write about the process. My class did these last year, and we displayed them in the office hallway showcase and had many visitors that wanted to hear about them. The really great thing was that the students could talk about them in detail and relate the math concepts they learned. It was truly a learning experience that allowed all students to explore and experience math in a new way.
I realize that the directions for making these models is not complete in my post, but I just wanted to give enough of a description so that the general idea was clear. If anyone would like step by step directions for this along with a photo of an example, I'd be happy to send that via e-mail.
And finally, I would like to say that this project is just one example of the kinds of exploratory learning we have done during classes in the math program and how beneficial they were to my own understanding, and how easy they were to incorporate into my own classroom. My e-mail for anyone interested in the activity is: jnelson7@lesley.edu Happy Teaching! Jen Nelson

Sunday, October 11, 2009

I can talk the talk, but can I walk the walk?

It’s now been a month since I’ve been back at school, and I’ve got to be honest here. I have to admit that I haven’t been working too hard at trying to incorporate what I’ve learned from Lesley this past summer. I haven’t been writing little notes to remind myself to "give reason", or to create lists of probing questions to ask my students. I haven’t been sitting down trying to come up with new ways to get my students to share their ideas about science. Many of those things that I thought I’d be doing to make my lessons better, aren't even getting a second thought. I guess I should feel somewhat guilty, but I don’t.

I don’t feel guilty because I don’t have to think twice about what I learned this summer! Everything is coming out naturally. I’m asking my students to make their predictions and support them with their own reasons. I’m listening to their ideas and asking, “Why do you think…?” The words “tell me more” roll off my tongue. On some occasions, I consciously caught myself giving reason to “abstract” student responses, which in the past wouldn’t have caused hiccough in the day’s lesson. It has been so easy to follow the path that I tread this summer. Students in my classroom are already benefiting from Lesley almost as much as their teacher.

I’ve found the easiest way to get my students to share their ideas through predicting! I don’t know why I rarely did this before, but I’ve only now started asking my students to give reasons for their predictions. Now, I want to know why they predicted something to happen just as much as I want to hear their prediction. For example, we investigated leaves using qualitative and quantitative observations as few weeks ago. The students needed to predict what kind of leave they might find on a tree, in the woods, behind our school. Then they were asked to supply reasons for their hypotheses. On the first day, they drew pictures and wrote down predictions for shape, color, length width, texture, disease, insect damage, and etc. They also had to share that all important reason for each prediction they made. I liked these: “The leaf will be green in color because it contains a green pigment called chlorophyll” Or, “The leaf will be multicolored since leaves change color in the fall.” (These questions would set up so many probing questions to explore.) I didn’t accept any one-word answers. They had to tell me more! The second day, involved the data collection in the field. On the third day, I passed back their papers to compare their predictions and actual observations. I got quite a surprise as each student was handed his or her papers. The kids were visibly shocked by what they saw on their sheets. Some gasped when they realized how far off they were, while others couldn’t believe how close there predictions were to the actual leaf collected out back. I heard comments like these: “What was I thinking?” “I knew there were oak trees out there, and that’s what I found!” “I thought the leaves would have changed color by now!” “I think a caterpillar was eating my leaf.” We had a great time, sharing their ideas as well as the reasons why! I want more!

-Mark

Sunday, August 30, 2009

Time to Use What I've Learned

Summer is done, teaching starts tomorrow... Lately, I have been working with my fellow Lesley classmates on bringing together what we've learned over the summer.
From comparing interviews to sharing strategies, we've been working quite hard. I found it interesting to see how a professional physicist performed during a similar interview to our own with children. We could see that he questioned himself deeper and deeper whenever something happened in during his investigations of motion. Our investigations seemed very basic, but the physicist broke it down into very small detailed parts by asking more and more questions. Even when he was surprised by an outcome, he laughed it off, and proceeded to ask himself, "Why did that happen?" He then began sharing what he thought was the answer. After more testing he'd finally be satisfied with the result. This probing, we've learned can be very useful in the classroom. Of course my students are not yet physicists, but they can benefit from some great probing questions-from us. In order to understand what ideas children have about motion, or science in general, I have found that I need to spend A LOT more time probing my students for their own ideas. Asking a student to explain why they think the way they do is new to me. I've been moving on after a right, or wrong, answer during class rarely pausing to ask, "Why do think?"
This probing approach will help my instruction and give value to childrens' own ideas. I have noticed over the years that my students are always trying to feel important-to family, to teachers, and mostly to each other. Taking time to listen to my students will help them feel important in my classroom. I value what they say about their personal lives when we chat about their activities outside school, but I need tostart listening more closely to their interesting ideas about science.
I look forward to my 12th year of teaching more so this year than others. I have gained some new skills and a new respect for what my students might say. I plan to continue sharing my experiences here at Lesley, and most certainly how I incoproate them into the classroom .
-Mark

Friday, August 21, 2009

Some Final Reflections on Math

As we begin our last week of the summer semester, we have been assigned in both of my classes to review what we've learned and summarize how that learning has impacted us, and how it may effect our own classroom instruction. As I read back over my course journal from the classes, I was absolutely amazed at the growth I experienced in just one semester.
I finished my Bachelor's program 3 years ago with an emphasis on elementary education, so I really had no specialized math training. I ended up in the role of a fifth grade math specialist, and thought that because the concepts were at a fifth grade level, I knew most of what I needed about the math to successfully teach it. I could not have been more wrong. With each concept we have explored in the math classes, I have developed a new awareness and appreciation for the ways in which these concepts are connected. As my conceptual understanding grows, so does my understanding of how I need to modify and re-evaluate my current teaching practices so that students are not just learning at a surface level, but truly experiencing math in a way that is meaningful to them.
Since I have begun the math program at Lesley, the thought has struck me several times that I didn't even know that my own understanding was lacking until I began taking these courses. It leaves me marveling at how much more I have to learn and excited that I have the opportunity to apply what I am learning to become a better teacher. I've truly enjoyed the learning process, and it's been very helpful to be in the "student" seat again and to be reminded how it feels to struggle with a problem, or to triumph over a problem, and to learn all over again how engaging guided exploration can be, especially when paired with peer support.
I'm looking foward to my next class in September! Jen Nelson

Wednesday, August 19, 2009

The Teacher & Technology Bridge

Today I am thinking specifically about teachers. If you are interested in the Technology in Education program at Lesley, you might be one. At the very least, you believe in the power of education, and the doors that a good one will open.
We live in a fast paced-society, full of media influence and quick-fix options. Our children are bombarded minute after minute with advertising, music, cell phones, iPods, video games, and television. Their lives are consumed with social networking opportunities like Facebook and My Space—the words, nonsense only a few years ago—are now actual nouns and verbs in our English language. Can you imagine telling your great grandmother that you are going to use Moodle, or Google or chat with a friend on Facebook? It might as well be a foreign language to someone who has not braved the 21st century.
And this is why we need teachers. Sure, kids today could, indeed, complete independent study work and teach themselves all they need to know about fractions, or the Mayan people, or World War II. Yes, they could read The Great Gatsby or The Scarlet Letter, hop on line and complete comprehension activities, read analysis papers and feel confident enough to discuss the literary elements at a party, but they would be missing something. Their teacher.
Teachers are a bridge. They connect yesterday to today and reach for tomorrow. Teachers look at Shakespeare—read now for hundreds of years—and share it with students who are barely into their second decade. Teachers hold that curriculum in one hand, grab technology with the other and with super-hero like power, and perform a classroom fusion that creates a beautiful explosion. When the smoke clears, our students are transformed. Sure, they come to us each year smarter, more discerning, less innocent, and yet, they are still needy. Teachers offer compassion, understanding, hope. A computer may not offer suggestions about how to rewrite code in ways that connect to the user’s life, but a teacher will…every time. A computer will not take into consideration that a child missed breakfast, said goodbye to his grandmother, or wonders how her parents will pay for her new sneakers—but a teacher will. All while imparting the information students need to have productive futures. Teachers think of a child’s future; computers wait for the next instruction.
But don’t get me wrong; I love computers. I love computers in the classroom. And, yes, you should definitely begin the Technology in Education program at Lesley. You should do it because it is exciting, interesting and challenging. You should do it because you will work hard, reap amazing rewards and meet creative, enthusiastic people. You should do it because you love technology, and because you love working with students. You should do it because you believe that teachers are bridges, and education is a treasure chest. You should, to quote Nike, who, by the way, is the Greek Goddess of strength, speed, and victory—something I learned many years ago from a teacher and confirmed just this moment on-line— Just do it.

Tuesday, August 11, 2009

Learning at Your Own Pace

Over the course of the last four weeks, the concepts in my Algebra and Probability classes have become increasingly difficult for me because it's been such a long time since I've worked with things like the vertex and factored forms of quadratic equations. In fact, I had to brush up on working with negative and positive numbers with exponents, because my understanding of Algebra even up through college was very basic.

You can imagine my panic when I saw we were headed for quadratic equations in Algebra and binomial distribution in Probability. What I found though over these last four weeks, is that it does not matter what level of math you come in to this program with;you can still be successful because of the way the courses are set up and taught.

The activities always begin with exploration in a concrete way and at a very basic level. The activities build upon one another, and are sequenced in such a way that it scaffolds your learning as you go. Because of this, you can truly learn at your own pace and at a level that suits your individual needs. When we finish a module each week, someone else may be,as an example, applying formulas for binomial distribution while someone such as myself is still using a very concrete way of approaching the problems because that is where I my conceptual understanding is.

We have the opportunity to asses where our understanding is, and how much progress we have made, and identify areas in which we still have questions or misunderstandings and then get feedback, prompts and support from both peers and instructors. This has been such a valuable aspect of this program for me because my bachelor's degree was in education with no specialization in math. Knowing that I can be successful throughout this program is what keeps me enthusiastic and interested, and it's been quite an enjoyable process so far. Jen

Saturday, August 8, 2009

Listening to Children's Ideas

These past couple of weeks has been a challenge for me. I celebrated my 10-year wedding anniversary with a trip to Ireland with my wife and some family. I knew that I probably wouldn’t have a chance at getting any school work accomplished while on my trip. I decided to get all of my assignments done before I left. The flexibility of the Lesley program allowed me to access the session for the following week. Although it took a bit of extra effort to get things done on time, I was able to complete the assignments and enjoy my time abroad.
The coursework, recently, has focused on listening to children, as I said in my last post. We have spent a great deal of time and effort analyzing our one-on-one clinical interviews. This has really got me in tune with finding out what children know about motion, and truly wanting to know what they think about motion. I felt a click that has rewired what I want to get out of my students. Instead of focusing on what I want them to know, I am fascinated by what they know already. I want to learn what they think about movement in their world.
I have learned that children have many great ideas about how or why things move, but struggle to change misconceptions. It is my job to help them explore those ideas, and see, for themselves, what can be supported by evidence. These skills will be something I continue to work on this summer, and I am looking forward to using them in the fall.

Thursday, August 6, 2009

More Than Just the Classroom

The support you receive with the online program is more than just in the classroom. I was very concerned about enrolling in the program and being located in another country. In the Science Education program each student receives a kit of materials to use for the various investigations (and later in your classroom!) However, I was worried about the time it would take to send the kit overseas.

So, I voiced my concerns to staff members and they were extremely responsive -- sending a kit out immediately (outside of the normal process) and in time for the class to begin. And, these kits are amazing - all the materials you need and can reuse in the future. In my current class (Biology), they even shipped a full-sized grow light for our plant experiments!

The same service applies to financial aid as everything is handled through email. All of my questions were answered in a timely manner and I was given complete, accurate instructions for completing the process. A refreshing change from other schools I have attended.

The administrative team with online learning knows that you need to spend your time in the classroom not worried about paperwork.

Brian Chalmers, Guatemala City

Wednesday, August 5, 2009

Great Professors!

While I have commented on how great it is to be a part of the online program because it is so flexible, I wanted to also comment on the flexibility of my professors. Now, it’s summer, and like most people, I have a vacation planned next week. Having mentioned that to my professor a couple weeks ago, we discussed a possible extension. At the time I couldn’t imagine needing it—I have been able to manage the work with the help of a great day care. Unfortunately, this week arrived and so did a virus that has just knocked out my daughter. An appeal to my professor not only received well wishes for my sick child, but the aforementioned extension granted! She also complimented my work ethic and reminded me that although I might feel a little overwhelmed right now, I would end up just fine. Talk about generous!
Another example of the flexibility of professors came this week as well. My other professor posts assignments early so you may get a head start. Because of vacation, I worked ahead on writing a grant. When I emailed him about how he wanted me to submit it, he recommended that I email it all so he could review it before I left for vacation. The project is not due for weeks, but he was willing to accommodate my schedule so I might head off to the beach worry-free!
Really, where do you find such kindness? The professors I have worked with in the Lesley T.I.E. program really do understand that our lives outside of Lesley are demanding. Every professor I have had will work with students to “find a way” to help you to be successful.
Amazing faculty—another reason to choose Lesley!

Wednesday, July 29, 2009

Process-Based Learning and Math

As a math teacher, I am always looking for effective ways to deepen student understanding. I believe that my job as a teacher is to facilitate and guide learning through exploration and process-based learning rather than only through direct instruction.

One of the most valuable things that has happened for me in the math masters program is that each and every class is set up so that our learning is guided exploration and process-based. I have experienced the value of this first-hand in every class.When the goal is for students to learn by doing, and to synthesize what they learn in a way that is supported by their individual prior experiences, perceptions and learning preferences, the results are amazing. I am feeling this way as a student in this program, and it's been very reaffirming for me as a teacher, that the learning model I'm providing in my classroom is truly what's best for kids.

Having the chance to experience math concepts I had already learned in a completely different way has been incredibly useful. It has deepened my understanding of math concepts that I thought I had already mastered, which has in turn made me a much more effective teacher. These classes are providing me with a learning model that I can use in my own classroom and many of the explorations we do are directly relevant to my grade level. It's been quite a fantastic experience so far.

Tuesday, July 21, 2009

Reaching out to colleagues-T.I.E. Program

One of the great things about Lesley’s Technology in Education program is the work. It may seem funny to hear that, but I sincerely mean it. From the first assignments in the first class to the assignment I have this week, I have not only found work I can share immediately with my students, but work I can share with my colleagues as well.
In my school, and maybe in your school too, there are many people who are interested in using more technology, but not sure where to begin. Because of my Lesley classes, I have created “Technology with Jen” classes at my school. In these classes, teachers learn immediate ways to integrate technology into their own lessons. The feedback has been awesome.
The lessons I have shared integrate technology with language arts, math, social studies and science and can be modified to meet many other areas. Students enjoy working with software like iTunes, Audacity, Power Point, Excel and even Word. There is lots of room for them to be creative while still adhering to assignment expectations. It’s a win-win for everyone!
Being a teacher myself is helpful in these workshops because I can address classroom questions from experience. I have been through troubleshooting the laptops, uploading photos, and finding “lost” documents all while monitoring twenty other students. In addition to giving my fellow-teachers the tools they need, I can commiserate and offer tips when the tools don’t work!
The Technology in Education program at Lesley really does provide hands-on work that can be used immediately in the classroom-by a Lesley student or her colleagues!

Thursday, July 9, 2009

Mark's Thoughts about Lesley Online Learning

Hello,
I'm Mark, and I have been teaching 6th grade science, in a middle school, for over a decade. I had reached a point in my career when I wanted to become a better teacher. Pursuing a Master's Degree was a giant step for me, personally. Two of my friends, at work, have gone through the same Lesley program, and recommended that I check it out. I have two young children at home, and the convenience of the online program was the deciding factor when I chose Lesley for my graduate degree. Back then, I didn't know how convenient it would be for me and my family.
I have been able to work during every part of my day. I go online before the kids wake up and after they go to bed. Sometimes, I just jump on when the time is right. It's GREAT!
After participating in the Lesley program for only a short time now, I have already felt a shift in my approach to my teaching. The use of inquiry in my own learning , here at Lesley, has reset my thinking about how I teach science to my students. I'm learning how important it is for me to facilitate the process of learning science for my students. The days of recipe type labs and classroom lecture are fading.
Just this week, in my Physics class, the focus has shifted to "listening" to children and their ideas. What are their ideas about motion? This is so important in trying to move their understanding of motion, forward. Many children have a basic understanding about motion, but when they're asked to explain why or how, their ideas take very different paths. How can we begin to help children learn the complexities of motion without spending time to take a look at what they already know? Whether those ideas are right, or wrong, we need to listen first.
In coming weeks, we'll be continuing our focus on children's ideas about motion. I can't wait!
-Mark

Monday, July 6, 2009

Jen's Lesley U Experience

Hi,
My name in Jen, and I’m currently in my third semester in the online program at Lesley. I am a fifth grade math specialist and just finished my third year of teaching. The online format of this program has made it manageable for me to get my Master’s Degree while teaching fulltime. The classes are set up so that assignments for the week are posted on Fridays, which gives you the weekend to do investigations and complete assignments. You share many of these in an online discussion board where you work together to see different approaches to solving, and help each other understand the concepts.
Everything that I have learned so far, I have been able to apply to my own classrooms. The activities are very process-based, which has really deepened my own understanding of the concepts. Being able to use these same activities in my classroom has been wonderful. I have been exposed to so many new ways to approach problem solving that will also help my own students. I’ve also learned how to improve how I assess and specific ways to intervene with students to close the learning gap.
The other students in the classes are also teachers, and you get to know one another quite well, even with the online format. It’s so valuable to have other people to share ideas with, ask questions of and get support from. We respond to each other’s posts and the feedback is so positive. Many of us get stuck along the way and posting our misunderstandings and getting multiple answers and explanations back has been great. The instructors are also helpful. They guide the discussions, provide feedback and are very personable. You do come to know them, and they are extremely accessible and supportive.
I hope the information I’ve shared has been helpful, and please feel free to ask questions, as I’d be happy to answer them. Jen

Thursday, July 2, 2009

MEd Science Education

Hola! I'm Brian Chalmers located at the American School of Guatemala in Guatemala City. I've been teaching upper elementary (3rd - 5th grades) for the last four years but have recently taken a new role as the elementary science lab instructor -- total dream job for me! You can check out our school at, www.cag.edu.gt.

First, I'm a mid-career switcher previously in business & health care. But, I always had a dream to teach. So, I moved to Washington, D.C. and earned my M.A.T. at American University. I knew I wanted to focus on science instruction and inquiry-based methods. When I found the MEd Science Education program at Lesley, I knew it was a perfect match. However, I was worried if it would be feasible knowing that I was moving overseas. Surprisingly, it's been one of the easiset things I've done -- the program leaders and instructors have worked hard to ensure I have everything I need to focus on my studies.

Currently, I'm in my second course, Biology, with the program and the classes have really met my expectations and beyond. What I like most about the program is that the instructors facilitate the class much the same way we should be facilitating our own science classes. It's a process of discovery, questioning, and gaining experiences rather than reading from a book and regurgitating the information.

In the two classes so far, I have been able to already incorporate the lessons directly into my practice. And, I'm starting to become more self-aware of my teaching practice in regards to the teaching of science to young students --- all from 2,000 miles away!

In future posts I will share more about things I've learned from the classes and how I'm planning to use them in my practice.

Tuesday, June 30, 2009

Greetings from the Technology in Education program!

Hi and thanks for reading my Lesley University student blog.   My name is Jen and I am an 8th grade language arts teacher who has returned to school to obtain my Master’s degree in Technology in Education.   Being a full-time teacher and mom to two kids (ages 3 and 5) takes up a lot of time, so the option of completing my degree online was one of the options that sold me on Lesley.  Being a distance learner is fantastic—it fits into my schedule and allows me the flexibility I need to be successful in all areas of my life.  One of the concerns I had when I first began the T.I.E. program was how I would manage my time.   As it turns out (I’m about half way through), managing the work is easy!   All my professors post assignments and allow about a week for completion.   They are available by email, phone, or other technology (Skype, IM) and are always willing to help.  When I tell people that I am completing the work online, they sometimes say, “Oh, I would miss the personal connections with my classmates.”   This is another myth my classes at Lesley have dispelled!   All of my professors have a discussion board (and a variety of “required” posts), and my classmates have always been warm, exciting, educated people who are eager to share ideas and discuss teaching in the 21st century.   I have made many friends in the T.I.E. program and keep in touch with some former classmates several semesters later.  On more than one occasion, I have been stuck on an assignment and reached out to classmates.   The response is almost overwhelming!   My classmates are generous and enthusiastic.   They are willing to share ideas, lessons, links, units and more.  Being an online student is much more manageable and rewarding than I ever imagined. 

            I had a recent conversation with a distant cousin who also completed her Masters (in Literacy) from Lesley.   As we chatted about our experiences with Lesley, she said, “The great thing about Lesley is that it has a great reputation.   The tough thing about Lesley is that it has a great reputation.”  The T.I.E. program has been challenging and very rewarding.   Hard work pays off, and the level of learning I have received at Lesley has been worthwhile and satisfying.  I can honestly say that I have learned more immediately useful information in just a few semesters than I ever imagined.  From all my classes, I have implemented many ideas and activities immediately.

            Increasing the use of technology is something that has really changed my teaching style.   Instead of just promising to use technology and asking my students to type their work in Microsoft Word, I am encouraging them to create iMovies, Podcasts, PowerPoints and other methods of presentation.   Implementing the fun, interesting and technology-laden lessons I learned from Lesley makes work in my classroom come to life.   On many occasions my students have said, “This is the class I look forward to!”  I have also shared my knowledge with my colleagues by creating, hosting and teaching “Technology with Jen” classes, where I teach others how to implement technology in their own classrooms!

            If you are considering joining the T.I.E. program at Lesley, I say, “Go for it!”   The program is rewarding, exciting, stimulating and totally worthwhile.