Wikis and Wikipedia

Here is a link to the wiki page I recently created for the sixth grade students on my case load.  The welcome page links to a content page for each of their four core academic classes.  Content pages link to individual teacher wikis or blogs with course-specific information.  The intent is to also add helpful links and resources for students.


Valleywood Middle School does not currently have a page on wikipedia.  Kentwood Public Schools does however have a wikipedia page.  One thing that caught my attention on Kentwood's page is the list of all the schools within the district.

 As I looked at the list of schools, I noticed that East Kentwood High School was linked to the high school's website.  None of the other schools were linked to their respective websites.  I decided to edit the page and link all of the listed schools directly to the school's website.

 As you can see from the image above, each of the listed schools links directly to the school's website.

Universal Design for Learning-Educator Checklist

UDL Educator Checklist


The checklist linked above considers the lesson Multiplying and Dividing Improper Fractions and Mixed Numbers.  Each of the nine guidelines was considered with the corresponding checkpoints.  With the lesson plan in mind, I read through each set of checkpoints and the provided examples.  After thinking about the provided examples and searching for evidence in support of the UDL guidelines and checkpoints within the lesson, I made note of things that emerged as features and barriers.  I color-coded the features in green and the barriers in red.  In one case I noted both a related feature and barrier for a particular checkpoint.  The list is not exhaustive of all features and barriers within the lesson; the noted features and barriers were the initial ideas that came to mind while considering the guidelines and checkpoints provided. 

MERLOT: Resource Evaluation

Resource:  Eye Opener Series


The link above directs to a page titled, Interactive Mathematics Miscellany and Puzzles.  The introduction and link to the Manifesto provide perspective and a context regarding the intended purposes of the website.  In short, the site seeks to challenge negative perceptions and perspectives pertaining to mathematics using Java applets to prompt discovery and positive experiences with mathematical content.  The author notes in the Manifesto linked above, "I hope to create a resource that would help learn, if not math itself, then, at least, ways to appreciate its beauty."

The following presents an evaluation of the resource with regard to quality of content, potential effectiveness as a teaching-learning tool, and ease of use

Quality of Content

Under the introduction, the contributor organized mathematical  content into categories by either subject or type of resource.  Investigating the "Arithmetic" section, several of the Java applets pertained to grade level content expectations for sixth grade mathematics outlined by the Michigan Department of Education.  Topics in this section related to sixth grade mathematical content requirements and present both visual representations and opportunities to practice skills.


Eye Opener Series presents educationally significant concepts for mathematics.  As noted above, mathematical ideas represented and demonstrated using Java applets related to grade level content expectations.  Also, several of the "Arithmetic" applets introduce mathematical ideas and skills prevalent in many areas of mathematics.  For example, one applet investigates common multiples.  Common multiples reappear with respect to fractions.  More specifically with regard to comparing fractions and common denominators.  Much of the content presented structures foundations for other areas of mathematics.


Personal Effectiveness as a Teaching-Learning Tool

Speaking previously of several "Arithmetic" applets, the following will focus on one particular applet:  Common Multiples and the Least Common Multiple.  After investigating the applet, the content could be situated in the classroom as both a demonstration of an objective as well as a tool for students to manipulate in order to practice finding common multiples.  Upon completion of the applet, students should be able to define and identify both common multiples and least common multiple.  Additionally, students should be able to apply both common multiples and the least common multiple to determine common denominators of fractions.  The target learner benefits and engages from visual representations and hands-on manipulation.  Additionally, the target learner possesses previous knowledge of integers and multiplication.


The Java applet improves the presentation of common multiples by visually showing how multiples change in relationship to each other.  Also, different colored dots help the learner quickly distinguish which numbers are multiples and which are common multiples.  The applet also allows students to explore common multiples with various numbers.  From a teaching standpoint, the applet could be used to provide students with a variety of examples and have students make observations to define common multiples and least common multiple.  Common Multiples and Least Common Multiple readily supports mathematical standards; educators can frame the applet in different ways depending on the content objective addressed.  The lesson presents specific teaching-learning goals; however, the java applet can be used creatively or as a tool for students to practice identifying common multiples and determining the least common multiple.  Educators could design assignments for students to complete using the applet specific to a particular context or the context could be general allowing students choice.


Ease of Use

As noted previously, the Java applet itself provides different colors encouraging the distinction between multiple and common multiple.  The applet itself is easy to manipulate; although, the applet on the webpage is limited in the original number to find multiples of.  Numbers greater than forty-four disappear off the number line pictured.   The applet includes directions and an explanation above allowing users to manipulate easily.  The Java applet does not provide feedback to users outside of the identified multiples and common multiples.  The applet requires little instruction to manipulate and use.  Students may not be used to seeing multiples situated above and below a number line; however, the applet does provide opportunity for students to manipulate and explore multiples in a visual way. 
 

In Progress...

Over the past several weeks, thoughts of effective technology integration lingered in my head.  Seven weeks later, my perspective and strategies on effectively incorporating technology within education have shifted.  Technology remains a tool for educators and learners to enhance discovery and understanding.  To ensure a specific type of technology suits that purpose, a strategy leading to effective incorporation involves investing time to determine the capabilities and limitations of a particular technology.  Focusing on lesson goals and objectives aid in narrowing options for technological tools allowing content to remain the focus of the lesson not the technology itself.  Combined with knowledge of and experience with a technological tool's features, identifying and focusing on lesson objectives enables educators to better evaluate how effectively the tool contributes to the ultimate desired outcome.

The internet presented several opportunities to explore and consider uses for technological tools in education.  Resources and examples demostrated how other educators incorporated specific technology tools in different subject areas.  Additionally, web-based programs often were free to download and experience providing a better picture of the tool's capabilities.  The internet offered easy access to demonstraton videos as well as platforms to communicate with others and engage in conversation regarding technology in the classroom. 

Reflecting on course assignments over the past several weeks, the assignment that stands out in my mind as good teaching with technology is the SIG Group Project.  This project began with a focus area, progressed to research and investigation of a particular technology, and resulted in an evaluation and perspective to share with other educators.  Each step not only incorporated technology but also provided options of technological tools to choose.  The project offered many opportunities to engage and experiment with a technological tool of choice in turn prviding insight into its capabilities.  In addition to providing an opinion about the group's technological tool of choice (Google Earth), opinions and evaluations pertaining to bookmarking and presentation tools resulted.  The process described currently aligns with thoughts regarding effective technology incorporation in education:  research and explore a technology to experience its capabilities, identify and focus on lesson goal(s), and evaluate options of technological tools to determine which most effectively accomplishes the objective.

Reflecting on goals created at the beginning of the course, my evaluation of personal goals sums up in two words:  in progress.  One goal, to learn to effectively incorporate various technology to impact student learning, although not mastered seems addressed with the process described above:  explore a technology, develop skills using the technology, and consider options for integrating or repurposing the technology.  When planning a lesson, identify lesson objectives then sort through available technological tools to determine which will most effectively accomplish the task.  The initial goal has been adapted to continued skill development to add options of technological tools.  A second goal at the onset of the course involved increased awareness of available technology.  The past few weeks exposed several types of technology I had not previously worked with: Twitter, Blogger, Wikis, Google Earth, and Flickr.  The revised task and goal now involves dedicating time to better learn features and capabilities in order to accurately evaluate the technology's effectiveness for adresssing a given objective.  A third goal articulated a desire to gain skill using collaborative technology.  Progress resulted toward this goal with the use of Google Docs, Blogger, Google Earth, and discussion boards for weekly assignments and the course project.

As indicated, the past few weeks evidenced progress toward set goals.  This progress helped reshape initial goals for the fuure as I work to complete the MAET program and contribute to the educational technology community. 

Visual. Kinesthetic. Auditory.

Considering this list of learning styles, I noticed several descriptions that resonated from all three categories listed and wondered if perhaps it's not a question of which learning style I am but which do I favor.  I am an avid note-taker, which from the linked list suggests visual learner.  Concurrently, I am often guilty of reading aloud to process and understand, situating me within the category of auditory learners.  Still, I often need to explore something on my own suggesting kinesthetic learning.  The more I thought about this the question on my mind is:  might our job as educators include enabling students to adapt their learning preferences to a variety of lesson presentations?  A significant emphasis tends to be placed on educators to teach to all learning styles, but the reality seems each lesson cannot be presented in this manner.  That in mind, a classroom should evidence lessons geared toward each learning style but not concurrently.  Imagine a lesson geared toward the visual learner.  How ridiculous would it be to think that I as a kinesthetic or auditory learner would not be responsible for the content?  This connects back to my question of fitting or favoring learning styles.  It seems teachers, without planning three different lessons, could suggest strategies for those favoring other learning styles providing opportunities for all students.  Learning styles are an additional layer by which we need to know our audience.  In this sense know has implications and responsibilities.  Teaching students how to adapt their learning preferences to different learning styles seems beneficial.  This does not eliminate a teachers responsibility to teach using a variety of learning styles; however, it does address the reality that daily lessons may not be presented using all three learning styles. 

Visualizing Vocabulary

Photo Attribution:


Original Image:  "Scattered Geometry"
http://farm3.static.flickr.com/2551/3670244253_a646b14687_m.jpg
By:  Greg Hayter


Released under an Attribution License
http://creativecommons.org/licenses/by/2.0/

After my initial fascination with the image above, my mind quickly worked over ways to bring this image into a mathematics classroom.  My mind immediately recalled a geometry project from last year.  I provided students a list of vocabulary words and asked students to find pictures of them in the real world.  Students were then asked to explain the vocabulary words captured in the image.  The more I look at this image, the more I see transformations and other geometry vocabulary.  The image could be brought into the classroom as a tool for discussion of vocabulary.  This image could also be used to discuss and illustrate area, perimeter, and amount of material extended to total cost.

Here's a link to my Flickr page with a couple images I've used to discuss and visualize vocabulary with my students. 

Recent Experiences with RSS Aggregators

Breaking News...take a look!  In addition to the required feed subscriptions, four RSS feeds I subscribed to include:  ERIC What Works Clearinghouse, U.S. Department of Education, National Council of Teachers of Mathematics, and a blog entitled Mathematics and Multimedia:  Celebrating the Beauty of School Mathematics.  Each of the previous sites were subscribed to intentionally to support personal development as an educator and participant in the educational community at large.  The Education Resources Information Center (ERIC) was selected for exposure to current research focused on effective practices in education promoting student improvement.  Second, the United States Department of Education news feed was chosen to increase personal awareness regarding conversations taking place nationally with regard to education.  Next, the National Council of Teachers of Mathematics (NCTM) subscription provides news, research, and updates focused on the content area of my teaching certification.  Lastly, the Mathematics and Multimedia blog offered a meeting point for incorporating technology in mathematics curriculum.  Combined, the four previous subscriptions serve as a means of professional development sharing news, research, and resources which will increase awareness, challenge current perspectives regarding effective teaching strategies, and provide examples of lessons and activities to implement.

Here is a screen shot of my RSS page.  Checking RSS feeds on several different occasions, a few different things were observed with respect to the type of subscription.  News and organization sponsored feeds tended to update more frequently.  In some cases, these subscriptions provided multiple updates posted on the same day mere hours apart.  Journal subscriptions in some instances had no new updates since the creation of my RSS page.  Thinking about the work and process to publish in a journal coupled with consideration for the journal distribution schedule, few updates in a short amount of time began to make more sense.  Blogs tended to have unpredictable updates.  In some cases, new entries seemed separated by a consistent number of days; however, not all blogs evidenced a routine posting schedule to accurately anticipate future updates.  With these observations, although perhaps understood and not considered prior, my appreciation of RSS aggregators grew.  As I browsed each subscription and noted the latest post-date, I easily navigated through a wealth of information and continued on to websites, articles, and blog posts of interest and relevance.

Intrigued by a blog post entitled, "Online Learning" Isn't "Learning Online," I proceeded to unpack the writer's contemplation.  Working through a list of ten suggested benefits of online learning, the author of the post wrestled with the question of if online learning increased or bettered student learning.  Not far removed from my reflection and creation of goals related to skill development and technology use to impact student learning, thoughts of the necessity to effectively incorporate technology resided in the forefront of my mind.  The author's statement, "...let's make sure they take advantage of the online piece to let participants develop the connections that will sustain them far beyond the class.  Or, if not, let's call it what it is...online coursework, not learning," elicited my response.  My comment briefly articulated the thought reworking in my mind described above.  I likened my technology dilemma to the questions the author posed about online learning and concluded that our job as educators is to analyze the effectiveness of practices with the ultimate goal of continued improvement to benefit and impact student learning.  I checked back a few days later curious about further commentary.  Much to my surprise, my comment received a response in return.  The response suggested that others outside of the educational setting engage in similar conversation in order to evidence change promoting learning.  The response additionally highlighted a concern that decisions related to technology use might be made with regard to finances.

The exchange described above certainly provided opportunity to both hear and think about the distinction the author was making about online learning and learning online.  Prior to responding to the post itself, I read through the comments left by others.  Here I learned the direction the conversation continued from the posted thoughts.  In addition, I learned of other articles and resources working through a similar thought.  A few days later, I logged in again to check my feeds and read, "The big thing I think we lack is both a state and national plan for how we can really have successful utilization of technology nationwide in education," a statement made by Patrick Plant shared on TechLearning.com.  Immediately, I thought back to the recent blog post and how those two updates might be related.  Through this, I learned discussion surrounding technology implementation occurs in a variety of places, on a variety of levels, and from a variety of perspectives.  Another thing learned from news feeds is the concern regarding quality of education.  NPR shared news on February 17, 2011 about a mother who provided a false address in order to send her children to a better school.  On February 20, 2011 news of a North Carolina school district's previous decision to end current busing policies and an interview with the district's superintendent.  The interview briefly discussed the quality of the large district's schools.  Both instances conveyed a general concern from different stakeholders about the quality of education students receive.  The NCTM feed communicated information pertaining to upcoming conference dates and registration deadlines as well as resources for the classroom.

Largely, the subscriptions and feeds will increase personal awareness regarding current happenings on a broad scale in education.  Moreover, awareness of conversations taking place serves as encouragement to participate and engage colleagues in the conversation locally.  Several subscriptions offered resources to enhance classroom activities in the form of suggestions or new technology.  Reviewing feeds could introduce a new classroom technology or approach to implement in the classroom.  Also, monitoring feeds will keep me connected to relevant research.  Undoubtedly, this research will influence classroom activities, lessons, technology integration, and perspective on how students learn and how best to support and facilitate student learning.  RSS aggregators themselves could impact the classroom by connecting students to relevant resources also.  Since pages can be shared, students could benefit for research projects or keeping current with events of the world.