EDET 637 W6 Refletion

This week was a fun week talking about online games for DI. I enjoyed hearing about how my peers use different games in their classrooms. I at first I did struggle with the concepts of video games being used for tools and what my parent’s concept of the digital games. I understand that my kids are learning, but I can still hear my mom saying how important it is to limit their time. I do believe in everything in moderation. I do, however, see the benefit to educational games and the positive effect we are seeing in the classrooms.

 

This week I learned from my peers:

  • Mariah blogged about how games provide many avenues of teaching for different levels of student learning for DI.
  • Cherie shared her experiences with trying to get Minecraft in her classroom. She also talked about how coding has had a positive influence in the classroom.
  • Kendra shared about her personal experiences in the classroom about decline student participation. She explained her current program and her new plan that will hopefully increase the number of participants again.

 

Mentorship project:

My project is teaching another adult how to use a Macbook and all the features that come packaged with it. I will work with him to setup his email, printer and other office programs. He has a very basic knowledge of how computers work so he is intimidated by the new laptop. My plan is to break out a few small sessions with exercises to try on his own in between the mentorship meetings. I will give a pre and post test to be able to measure the progress.

WEEK 6 – EDET 637

 

EDET 637

Essential question: How are games providing new opportunities for differentiation in the classroom?

Using online games, such as Minecraft or Pokémon Go, as a tool for differential is something we are seeing more and more in class. These games provide to be a great instrument for the different interest and readiness levels from today’s diverse student body. We are able to provide the students with certain goals for a project with the games and then allow them to create something that meets the requirements. We are able to give different requirements for the different levels of students. For example, higher end students could be required to give more details when building a Minecraft world or more difficult Pokémon to catch then someone that has a lower level.

pokemon-go

The graphic above is from the game Pokemon Go, as you can see. One of the students favorite features in these game is making their aviators. They could spend hours creating these characters.

The Scholastic article talks about how a student was able to build a model of a town to improve his Social Studies grade (Cabral, 2014). The students are able to build towns from a Social Studies or Geography lesson. They are also able to make STEM projects with the games.

Below is an instructional video on how Minecraft can teach multiplication:

https://www.youtube.com/watch?v=agkcx5eCyGw

 

Pokémon Go is the latest trend right now. My boys love the scavenger hunt. When we incorporate a game like Pokémon Go or Minecraft, I don’t have to fight with them to do their homework. These tools are so appealing to kids and the options are limitless. Globaldigitalcitizen.org provides a ton of teaching ideas on how to use the game. Here are a few subjects that can be incorporated (Crockett, 2016):

  • English Language Arts
  • Mathematics
  • Social Studies and Geography
  • Science
  • Technology

 

My Video link here (I have allergies this week):

 

Resources:

Cabral, Kriscia. (2014, April 10). Using Minecraft as a Learning Tool. Retrieved on Feb 21, 2017 from: https://www.scholastic.com/teachers/blog-posts/kriscia-cabral/using-minecraft-learning-tool/

Schrock, Kathy. (2016, Jul 13). August 2016: Pokémon Go in the classroom. Retrieved on Feb 21, 2017 from: http://blog.discoveryeducation.com/blog/2016/07/13/pokemongo/

Bennett, Missy. (2014, Sep 18). Minecraft Array 3rd grade lesson. Retrieved from: https://www.youtube.com/watch?v=agkcx5eCyGw

Unknown. (2017, Feb 22). How Pokémon Go Is the Perfect Tool for Encouraging Summer Learning. Retrieved on Feb 21, 2017 from: http://www.educationworld.com/a_news/how-pokemon-go-perfect-tool-encouraging-summer-learning-1687680210

McCarthy, John. (2015, Jan 16). 100+ Tools for Differentiating Instruction Through Social Media. Retrieved on Feb 21, 2017 from: https://www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy

 

 

EDET W5 Reflection

Group project #2

Which technologies are best to assist differently abled learners in my classroom?

This week we focused on the tools for Assistive Technology. We looked a few great options. I have used the Livescribe pen for my own studies and loved it. To answer the Essential Question, which technology is best – it is hard to pick just one. I have seen a few different options for different challenges so just picking one would be hard to do. My team did great at picking a few of the options to talk about. We explored alternative keyboards, talking calculators, and options for Word processing. Some students will only need one option, while others might need a few programs depending on their needs.

I think my team did a great job with dividing up the tasks and completing their parts. I compiled the 3D presentation with perzi here:

http://prezi.com/khnvkd9jdn97/?utm_campaign=share&utm_medium=copy

The old link is here: http://prezi.com/u7wzsjtuju8q/?utm_campaign=share&utm_medium=copy

 

 

 

EDET Week 4 Reflection

This week we were in groups on what Assistive technology (AT) is. I have always found AT to be interesting. It is a necessary that has helped so many people. In its infancy, we had TTY phones for deaf, hard of hearing, and mute people type a message and a call center would read the message to the caller. In addition, was Closed Caption for TV or even sign language. AT has been around for a long time.

My first experience with AT was when I worked at the Education Center on Fort Richardson Alaska in 2006. There was so many devices that helped the wounded warriors. I saw special keyboards, magnifiers for monitors and many voice controlled equipment. I thought what a great area of industry to help people communicate.

Here is the link for our group project:

https://prezi.com/u7wzsjtuju8q/new-your-big-idea2/

In lieu of official meetings, my group had already created a Google document for our presentation when I joined late. I was given the responsibility of visual art (something that can be challenging to me). I think it turned out great.

 

 

637 W3 Reflection

This week we talked about how to prepare parents for DI in the classroom. I think this topic is important because not all parents know about the student centered focus movement, so this approach might be new to them. They might need to hear how positive the change is and how their child can benefit.

 

  • Heather brought up a great point about how we assume that the curriculum for adult classes should be relevant to our current day. Also, that adults are motivated to learn for different reasons than children.
  • Kendra explained how she utilized DI in the classroom via a math program. She is able to keep track of assessment, progress and predicting future goals.
  • Larissa did a great job getting all of us to talk about our resolutions to classroom struggles.

637 Week 3

Alternative Question for Teachers of Adult Learners: What are the benefits of differentiation for adult learners?

I agree with Lee’s statement that our children’s classrooms are different that ours. PCs were just making their way in the 1980s. Technology was not thought of as tools like it is today. Furthermore, adult learners can be biased about learning through technology, or even be intimidated by the new experience.

standardized-test

The above comic is a great example of what standardized testing. We are not all built the same. We cannot all “climb the tree” the same. The same is with learning, we do not all learn the same even if the lesson is. This is why we need differentiated instruction (DI).

As Horn mentions below adult’s reasons for learning are not the same as children’s. Most of the time the drive for higher education is based on career decision for advancement, for example.

According to Horn, Adults typically differ from children in the motivations for learning:

  • Desire to maintain social relationships
  • Need to meet external expectations – the supervisor recommends you upgrade skills
  • Desire to learn how to better serve others
  • Professional advancement
  • Escape or stimulation
  • Cognitive or personal interest

To me differential teaching is teaching in a language that each student can understand. When adults see the benefits of differentiation learning they will able to get past their criticism. I do believe that when we see the benefits to DI then we will be more willing to accept the new format of learning.

Benefits to Differentiated Instruction

  1. Each Child is Taught to Their Learning Style
    That means that children who learn better with hands on lessons may do more with math manipulatives and less with flash cards or worksheets, for example. One benefit of this is that each child has an easier time learning when taught to their strengths and learning styles.
  2. Each Students Has an Individualized Learning Plan
    This would be very similar to an IEP (Individualized Education Plan). Each child will be worked with according to her individual needs. Her strengths and her weaknesses will both be worked on, but in a way which makes it easier for her to learn.
  3. Teacher Creativity
    Teachers put in a lot of hours both in and out of the classroom. Some of them really like the concept of differentiated instruction because it opens up different ways they can be creative in the classroom and help each student in creative ways.
  4. No Child Left Behind
    Since differentiated instruction means each child is being taught in a way which he learns easier, there is less incidence of a child being left behind everyone else.
  5. Flexibility

One of the best things about differentiated instruction is that it is flexible. It is not rigid and does not demand any particular thing, except for what will work best with the individual.

 

Sources:

Tomlinson, Carol A. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, Va: Assoc. for Supervision and Curriculum Development.

APECSEC.org. (2015, Feb 27). Pros and Cons of Differentiated Instruction. Retrieved on Feb 1, 2017 from: http://apecsec.org/pros-and-cons-of-differentiated-instruction/

Huang, Hsiu-Mei. (2002). Toward constructivism for adult learners in online learning environments. Retrieved on Feb 1, 2017 from: https://brainmass.com/file/1433703/Article.pdf

Horn, Chasity. (2016). Adult Learning Principles. Retrieved on Feb 1, 2017 from: http://slideplayer.com/slide/5887692/