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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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

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 media 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!