Cedu 521

This course was fast paced and covered a large amount of content. Thankfully I was familiar with most of the concepts prior to taking the course. The thing that was great for me is that the course allowed me to solidify my understanding of all of the information and begin to work on ways to apply this to my teaching and collaborative efforts. So often my head is filled with new ideas and then I'm on to the next thing without time to process anything. (This is my personal bias against accelerated Master's programs.)

The strength of this course is clearly the instructors. (I mean it. I'm not trying to impress.) Suzy and Connie, you both worked hard to show your enthusiasm for the topic and you clearly wanted everyone to succeed. I also love the opportunity to talk with other professionals to support each other, get ideas, and hear what is going on other places.

You can be assured that I will be trying out my unit next year, along with the Intel tools we learned.

Professional Development

When I was a new teacher I remember feeling that mabe after five years I would have a good grasp on what was involved in quality teaching and successful learning. I changed my view to ten years, and then after my Master's degree I realized how very little I really knew. Well, if teaching and learning never changed, perhaps it would be possible to know it all, but as research progresses, "best practice" evolves. Ongoing professional development is essential for all teachers, and probably more is needed than a school district can offer. Can you imagine going to a doctor who never studied research or learned new treatments?
New advances in brain research continue to tell us more about how students learn. Ongoing professional development in this area, and it's influences on new instructional methods is an important topic. Continual professional development in technology integration and "new tools" is a given. This will always change and evolve. One of my colleagues once said that now that she was a teacher, she was done being a student. Was she ever wrong...

Differentiated and Self-directed Learning

The research on student learning is clear -
We all have different "intelligences" and learning styles. Project based learning is complex enough to have components within where all students can excel. It is easy to also build in some "choice" so students can exhibit their understanding through their strengths. There is no excuse anymore not to differentiate. There are an abundance of lesson design resources to make this an easy task.

In the past few years I have dramatically discovered the value of well-constructed checklists and rubrics to support student self-direction. Students that hesitate, procrastinate, or have difficulty staying on task are usually uncertain about what the task is. In order to be a self-directed learner the purpose and procedures of the learning must clear. Rubrics given at the start of a project immediately tell the students what success will look like. Checklists will keep them organized. If there are no surprises to trip them up, students can manage their own learning.
One other thing...
Students need feedback often throughout a project or activity. This feedback will allow them to continue with confidence.

Student Centered Assessment

Reading and learning about student-centered assessment reminds me that we are very far from the days of reporting achievement with merely a letter grade or precentage score. A few points in particular are especially helpful:

• The little assessments "along the way", both summative and formative, give immediate and practical feedback to the student. Journaling, conferencing, anecdotal note taking, questioning, peer-feedback, are just some of the student centered activities that lead to higher levels of thinking and a quality final product.
• Specific checklists give students a way to organize their project and know exactly what componets are necessary, along with the order of tasks. Adherence to the checklist is an assessment in of itself.
• The fine art of rubric writing should never be underestimated. Students should know exactly what success looks like. If you are not going to show a successful work sample, the rubric must give the student a clear path to success.

Assessment is all about the student, not the teacher.

Digital Divide

St. Mary's School is in a higher economic community and the parents of students are largely professionals with adequate technology tools in their homes. There is an expectation that all students have access to a computer with Internet access and a working printer in order to do their assignments. Our school computer lab is open after school in case there is too much competition for a computer at home. Elm Grove is a small community, and the public library is within walking distance of most students. Computers are readily available.

Students have formal technology classes beginning in first grade, with specific skills instructed and assessed. There is sometimes a "digital divide" when new students transfer from schools that did not provide rigorous instruction.

The greatest digital divide exists with our teachers. We are in a three year professional development initiative to bring skills up to date. Once teachers are completely comfortable with technology it will become easier to promote instructional integration.

Project Based Learning

This blog was originally set up to comment on topics related to Digital Storytelling. My current course relates to Project Based Learning. PBL emphasizes projects that are integrated with real life issues and situations. PBL engages students in higher levels of thinking and problem solving. These projects are often long term, with levels of activities that culminate in deep exploration of an essential question. Technology integration is most likely the vehicle for this exploration. As a library media specialist, I work collaboratively with teachers to develop projects and assist with research. I have the opportunity to work with students on developing the technology skills needed for successful PBL projects. I am looking forward to learning more about good project deveopment so I can be an even greater resource to my faculty.