The Life Cycle of a Frog . . .

The Life Cycle of a Frog Power Point

The Life Cycle of a Frog – Science

Webspiration Graphic Organizer

The term Web 2.0 is associated with web applications that facilitate interactive collaboration through the World Wide Web. Web 2.0 can be applied as a tool in education because it can enhance engagement and achievement in the classroom. Students who use these types of learning tools throughout the school day are proven to have higher academic success.

Web 2.0 tools are effective and efficient ways to meet learning objectives and goals of 21^st century skills. Web 2.0 skills help educators by giving free and open source software which can be utilized in and outside of the classroom. Allowing students the opportunity to collaborate with peers, be creative and also expand their knowledge beyond the material is extremely important. Through the use of Web 2.0 tools students can become ingenious in their thinking process.

By intergrading technology into the curriculum, I believe educators are truly targeting all of the different types of learners that appear in the classroom. For example, Howard Gardner is a firm believer in the theory of multiple intelligences. Gardner believes that all students have different learning styles and in order to be successful they need to acquire information using that particular learning method.   The seven multiple intelligences include: Visual-Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, and Logical –Mathematical. Due to the increase in technology advancements in the 21^st century, all students have the opportunity to learn. Many students have different learning styles which can be challenging for teachers because they need to target all of the types of learners each and every day. If teachers use Web 2.0 technologies students are able to interact, collaborate, and expand their thinking along with creativity.

One particular Web 2.0 tool that is becoming extremely popular in classrooms today is called Knowledge Forum 4. According to chapter six, Knowledge Forum 4 “is based on the philosophy that shared knowledge leads to innovate and growth, is based on over fifteen years of research at the University of Toronto’s Department of Cognitive Science” (Scardamalia & Bereiter, 1996). A knowledge-building environment supports collaboration as users create and engage in improving ideas rather than simply completing tasks.

Knowledge Forum 4 developed from the original system named CSILE. Knowledge Form is an electronic, collaborative workspace designed to support the process of learning through knowledge building. A community can be established while using this tool to help meet the goals of the curriculum. Knowledge Form is a “collaborative database that supports a shared process of knowledge building by defining problems, hypothesizing, researching, collecting information, collaborating, and analyzing” (Scardamalia, 2004).

The Knowledge Forum system has two very important features. The first feature consists of a special computer program for designing a common information base, installed on a local area network or on a remote server accessible through the Internet. The other feature is a systematic model of inquiry based on the scientific method.  When individuals use Knowledge Forum, a community is created which allows the database to store notes and connect shared ideas. Graphs, attachments, text and movies can all be shared using Knowledge Forum 4. Individuals are able to expand their thinking process, become connected, and build upon their knowledge as the people in the community question/comment, add to, and reference each other’s thoughts. Another very important component of Knowledge Forum is the “Rise-above” notes. These notes play a significant role in idea improvement. The Rise-able component is based on a philosophical concept of dialectic, recognizing that “ the most constructive way of dealing with divergent or opposing ideas is not to decide on a winner or a compromise position but rather to create a new idea that preserves the value of the competing ideas while rising above their incompatibilities” (Scardamalia, 2004).

When teachers implement Knowledge Forums into the classroom students are expected to be contributors. They are responsible for formulating questions, define their own learning goals, acquire and build upon their knowledge and collaborate with their peers. Sharing of information occurs while using this technological tool because of the Knowledge Forum’s structure. While using Forums students are encouraged to make learning more meaningful by being mindful and goal directed.

Not only can students use this tool to help them in the classroom, but teachers can also use this as well. Some examples of how teachers can implement Knowledge Forum’s into their schedules is by using it to organize course materials, analyze research results,  and also to collaborate with other educators. Knowledge Forum can also be used for professional development. Teachers can interact and share ideas without having to travel and leave the classroom.

I believe Knowledge Forum is a great Web 2.0 tool to use in the classroom. Students and teachers can learn a lot from collaborating and sharing ideas using this technological tool. Even though this software is not free, I believe it is a good investment for school districts to consider.

Through mindful thinking students are able to structure their thoughts to link a multitude of ideas together and make sense of them as a whole. According to chapter five in our textbook, mindful thinking is active, constructive, intentional, authentic, and cooperative. When students think this way they use internal mental models, often without knowing they are doing so. They can take the concept that they are studying and think in a logical way; using structured thoughts to process smaller bits of information that make up an entire lesson. Lessons are often made up of smaller, mutually dependent parts. To solve problems students must understand the purpose of the solution and the relationships of the independent pieces of information. If students are able to look at a situation and construct mental models to make sense of the big picture then we can conclude that they are thinking mindfully.

Constructing internal mental models is by no means thoughtless. It requires the student to be aware of the purpose of the lesson and have the ability to link smaller bits of information into a logical structure. If they are unable to do so, one could argue that they are thinking mindlessly. Therefore, I believe that mindless thinking is possible. Thinking requires thought, but it does not necessarily require the student to understand the entire system of information logically. Mindless thinking is when a student is not able to structure information to make meaning.

A student that thinks mindlessly is able to process information, but not able to apply it to a specific goal. For example, two students are listening to a lesson from their teacher. After the lesson they have to write a paper on the topic. A mindful thinker would be listening while keeping the end goal in mind. They would take relevant pieces of information from the lesson and linking them together in their mind so they can write the paper. A mindless thinker would just be sitting listening to the lesson. Their thoughts would have no structure and although they are listening, they are not able to connect different aspects of the lesson to make sense of the objectives. The mindless thinker would have a harder time writing the paper after the lesson. They did not pick out the relevant facts and comprehend how they apply to the paper they have to write.

As teachers it is our job to guide students to thinking mindfully. A student thinking mindlessly is not unable to understand the information; they are simply not approaching the problem the correct way. One way to promote mindful thinking is to encourage the use of external models. Concept maps, spreadsheets, databases, and other forms of mind tools can help students learn to understand how to think in a mindful, logical, constructive way.

(Meaningful Learning with Technology Textbook – Third Edition – Chapter 5)

Collaboration is a very important skill for students to learn and partake in during school. Being able to work with other individuals during activities will help prepare students for the real world. In school teachers can implement collaboration in many different ways. Collaborative writing for example is a great way for students to work together during an assignment. According to chapter four, there are three general sets for collaborative writing activities which include: intensive collaboration, significant writing, and sequential group collaboration. When students are working together during collaborative writing they are able create different writing assignments which are done with multiple people rather than individually.

Also, there are different settings as to where and how collaboration can take place. A synchronous setting is a form of collaboration where “students are in small groups sitting at work stations running software that supports a collaborative writing space.”  Another setting where collaboration can take place is called asynchronous. Asynchronous is defined as collaborative activities can be similar; however they would not necessarily occur in real time.

When teachers decide to implement collaboration into the curriculum, certain strategies should be considered when planning group work. Before teachers allow their students to work in groups they should explain how the groups will be designed and what needs to take place in these collaborative groups. Explaining and modeling the proper way to work in a group is extremely important. Different roles can be assigned within the group which will make every student responsible for fulfilling the proper role and completing it thoroughly. Also, when students are in these groups the teacher should explain that everyone should contribute to the discussion topic but also needs to remember to be respectful when others are taking. Taking turns speaking and listening to classmates when they are taking is the key to a successful collaborative group.

Having students aware of how they are going to be graded during collaborative activities should also be explained prior to starting these groups. Grading on how well the students work together with one another and how well they stay on target is key. If I was going to use collaborative groups in my classroom I would probably use a checklist or rubric to determine my student’s grades.

Collaboration in the classroom is a great way for students to learn and share ideas. Having the students constantly working in groups will allow them to become better at collaborating with peers and other individuals.

(Meaningful Learning with Technology Textbook – Third Edition)

Imagine. Program. Share

“Scratch is a programming language that makes it easy to create your own interactive stories, animations, games, music, and art – and share your creations on the web.

Click on the link below to view some of the Scratch projects I have created…

http://scratch.mit.edu/users/ksas5531

ScRaTcH Power Point

After reading the “fast forward failure” simulations, I do not completely agree with this theory. The theory conveys the message that the sooner you put students into a situation where they try something and fail, the sooner they will begin learning. I do not completely agree with this statement because not all students learn in this manner. Sometimes when students fail they become discouraged and unmotivated to learn.  On the other hand, if students are completing a particular task and do not succeed the first time, they are able to ask questions, problem solve, and try that particular task again. When students do not succeed they should be helped by the teacher and their peers to enforce the proper way to go about learning the material. Students do not always master the curriculum right away, but with practice and encouragement they will be able to do better the next time.  As a future educator, I would never want to see my students fail at something. Teachers should always reinforce that learning is a process and it is alright to make mistakes. In my classroom, students will always know that if they need extra help I will be there to help them so that they are able to master the material in the future.  Also, my students will be given many opportunities to practice the material we are learning, “Practice makes perfect”.  As long as my students are trying and have a positive attitude they will always succeed in my classroom. Practice, motivation, and determination are the key steps to becoming successful. Having a positive outlook on learning will build my students confidence in knowing that they can complete anything as long as they put their minds to it.

(Chapter 4 in the Meaningful Learning with Technology textbook)

How does Collaborative Learning make learning more Meaningful?

Collaboration is defined as individuals working together in learning and knowledge-building communities, exploiting each other skills and appropriating each others’ knowledge. Everyday individuals are constantly seeking others for help to solve problems or to share different ideas and thoughts. When students work together in the classroom they are able to build upon their knowledge and express their thoughts through communication and collaboration. Collaboration really makes learning more meaningful because students are able to expand their thinking process and move towards a higher level of thinking. Group conversations allow students to socially negotiate a common understanding of the task which can help them to figure out the steps needed to complete the assignment. Different opinions and ideas will also help other students understand the material. If some students are struggling and have the opportunity to listen to others in their group, they might be able to formulate a new way to comprehend the curriculum being taught. Also, when individuals work together in and outside of the classroom they will learn that there are numerous ways of viewing the world and multiple solutions to most of life’s problems. Discussions between individuals should be encouraged because it truly helps everyone in some shape or form.