One my district's Reading Unit of Study for fourth grade is Social Action Projects. This article caught my eye, as it explains the importance of encouraging student to "stand up and speak up!" The author of this article, Rebecca Alber, explains that teaching students to stand up for others teaches empathy for others around them - something many children lack today. If we want to end issues such as bullying, we need to educate students to not be "bystanders;" rather, to take action and fight for what they believe.
The article lists 4 classroom ideas to use to teach students to take action. When I do social action projects, we brainstorm a list of ideas together and then students form groups depending on what is important to them. Then, students are able to create a project of their own in their groups. For example, in the groups have created posters, commercials, demonstrations, button campaigns, petitions, and donation collections. My only issue is how to motivate students to CARE once the project is over. They seem to get so into it and are motivate, yet once they are done, they are done! If students really want to make a difference they must want to keep working hard to support their stance. This is something I am struggling with. :/
Subscribe To
Posts
All Comments
Tuesday, June 19, 2012
Monday, June 18, 2012
To Use or Not to Use: Wikipedia in the Classroom
After writing about this topic on our classroom wiki, this article caught my eye. I still remain caught in the middle as to whether Wikipedia really is a "friend" or "foe." I like how this article doesn't necessarily take sides; rather, the author provides helpful tips to educators and students when using the website in the classroom. For example, it is important for users to understand who posted on Wikipedia and use the footnotes or external links when available.
I especially liked the classroom activity that was included at the end of this article. The author suggests having students (probably secondary) check the reliability of information on a Wikipedia page. Students would have to cross-reference the "facts" on the website with a reliable resource to make sure it is, in fact, true. "This can be a powerful activity for teaching information literacy lessons about citations, plagiarism, Internet safety and judging the quality/reliability of online content" (Jason Tomaszewski, 2012). All of these skills are so critical in today's digital world, and with the popularity of Wikipedia - why not use it as a tool to teach!
I especially liked the classroom activity that was included at the end of this article. The author suggests having students (probably secondary) check the reliability of information on a Wikipedia page. Students would have to cross-reference the "facts" on the website with a reliable resource to make sure it is, in fact, true. "This can be a powerful activity for teaching information literacy lessons about citations, plagiarism, Internet safety and judging the quality/reliability of online content" (Jason Tomaszewski, 2012). All of these skills are so critical in today's digital world, and with the popularity of Wikipedia - why not use it as a tool to teach!
Using Clickers in the Classroom
In the second paragraph of this article, Celine Provini brings up many of the benefits that I see of using clickers in the classroom. First, they can be used to quickly assess and provide feedback to students. Secondly, clickers are very engaging for students and allow for more students to participate in classroom discussions. Although I see these benefits in my classroom when I use clickers, I have never thought about is they are actually necessary.
The article discusses a study done on 2 classes that used clickers vs. 2 that did not. Although the study did not show higher test scores while using clickers or not, "the clicker group did report (albeit not in the form of a statistically significant difference) that the technology enhanced their classroom experience in terms of understanding of the topic, feelings of belonging in the class, and level of interaction with both classmates and the instructor" (Provini, 2012).
The article goes on to give some helpful tips to follow while using clickers in the classroom including types of questions to use and adequate wait time. I do plan on continuing to use clickers in my classroom, but will keep these helpful hints in mind too!
The article discusses a study done on 2 classes that used clickers vs. 2 that did not. Although the study did not show higher test scores while using clickers or not, "the clicker group did report (albeit not in the form of a statistically significant difference) that the technology enhanced their classroom experience in terms of understanding of the topic, feelings of belonging in the class, and level of interaction with both classmates and the instructor" (Provini, 2012).
The article goes on to give some helpful tips to follow while using clickers in the classroom including types of questions to use and adequate wait time. I do plan on continuing to use clickers in my classroom, but will keep these helpful hints in mind too!
Monday, June 11, 2012
Millennials: They Aren't So Tech Savvy After All
"Schools are hard-pressed to provide the required equipment and software for computer training, not to mention adequately trained teachers and staff to deliver effective courses." - Brian Proffitt, Millennials: They Aren't So Tech Savvy After All
I learned a few things from this article. First of all, I had never heard of the term "millennial." Millennials are the kids that fill our classrooms today; those who were born around the year 2000. Furthermore, I hadn't really thought that much about the shallowness of kids computer skills these days. Kids are so addicted to games and social media today that their actual computer and programming skills are lacking. This is a huge problem in today's society and it's hard for schools too. The above quote by author Brian Proffitt explains it all. As educators, it is very difficult to teach students the skills they will need in the future if we do not have adequate tools and computers. Additionally, many districts do not offer computer/technology classes for elementary age students (something I wish my students had). Technology professional development seems so far between that teachers are simply learning how to keep up themselves with new technologies rather than how to teach their students. If we want students to learn the skills to be successful in future careers, schools must realize the need for technology courses. Although it may seem as though students are "tech savvy," many students have a lot more experience updating their Facebook status rather than making spreadsheets or custom HTML.
(Proffitt, 2012)
I learned a few things from this article. First of all, I had never heard of the term "millennial." Millennials are the kids that fill our classrooms today; those who were born around the year 2000. Furthermore, I hadn't really thought that much about the shallowness of kids computer skills these days. Kids are so addicted to games and social media today that their actual computer and programming skills are lacking. This is a huge problem in today's society and it's hard for schools too. The above quote by author Brian Proffitt explains it all. As educators, it is very difficult to teach students the skills they will need in the future if we do not have adequate tools and computers. Additionally, many districts do not offer computer/technology classes for elementary age students (something I wish my students had). Technology professional development seems so far between that teachers are simply learning how to keep up themselves with new technologies rather than how to teach their students. If we want students to learn the skills to be successful in future careers, schools must realize the need for technology courses. Although it may seem as though students are "tech savvy," many students have a lot more experience updating their Facebook status rather than making spreadsheets or custom HTML.
(Proffitt, 2012)
Sunday, June 10, 2012
Which Of These 3 Social Media Profiles Are You?
I knew even before reading this article the social media website that fit me best would be Facebook. As a regular Facebook user, I like that it is "trying to be all things to all people." I can use the website to keep in touch with family, friends, and co-workers as well as post or converse with others too. I also like that Facebook is now trending articles as well.
As a non-Twitter user, I know see why - Twitter is a lot more conversational. I don't think I have the time to always be updating a Twitter account. In fact, I don't particularly update my Facebook status that often either.
I didn't know that much about Google+, so I just checked it out! It looks very similar to Facebook and is very easy to navigate through. I imagine that I could become a more regular Google+ user if more of my friends were too.
Since everyone is different, it only makes sense that each person would have a Social Media website that suits them the best. What Social Media profile fits you the best?
As a non-Twitter user, I know see why - Twitter is a lot more conversational. I don't think I have the time to always be updating a Twitter account. In fact, I don't particularly update my Facebook status that often either.
I didn't know that much about Google+, so I just checked it out! It looks very similar to Facebook and is very easy to navigate through. I imagine that I could become a more regular Google+ user if more of my friends were too.
Since everyone is different, it only makes sense that each person would have a Social Media website that suits them the best. What Social Media profile fits you the best?
Dealing With Students' Feelings or Problems
Check out the article HERE!
As mentioned in a post last week, having a student who is emotionally impaired has opened my eyes even more to student's emotions and feelings. While reading this article I not only learned the difference between "non-supportive" and "supportive" response, but examples of each as well. The linked handout (found here) by Dr. Bluestein was very insightful. However, while reading through the examples of responses I find that I give both non-supportive and supportive responses. This was alarming to me, as the article states that "non-supportive responses can block communication and create mistrust" which is definitely something I am not meaning to do. The list of supportive responses seem much more general and simple; almost leaving the situation open-ended for the child to solve on their own terms (or to seek help).
After reading the list of example, I am going to print the list of supportive responses to keep in my classroom. I hope to become more conscience of the responses I give to students who are emotionally charged in order to keep communication open and have a sense of trust.
As mentioned in a post last week, having a student who is emotionally impaired has opened my eyes even more to student's emotions and feelings. While reading this article I not only learned the difference between "non-supportive" and "supportive" response, but examples of each as well. The linked handout (found here) by Dr. Bluestein was very insightful. However, while reading through the examples of responses I find that I give both non-supportive and supportive responses. This was alarming to me, as the article states that "non-supportive responses can block communication and create mistrust" which is definitely something I am not meaning to do. The list of supportive responses seem much more general and simple; almost leaving the situation open-ended for the child to solve on their own terms (or to seek help).
After reading the list of example, I am going to print the list of supportive responses to keep in my classroom. I hope to become more conscience of the responses I give to students who are emotionally charged in order to keep communication open and have a sense of trust.
Tuesday, June 5, 2012
Fitness Video Games are Keeping Your Child Fat
The issue of obesity in America is nothing new and the attempt to solve this problem through video games is unrealistic to me. Peter Suciu explains in this article that "The American Academy of Pediatrics recommends children today should get at least one hour of moderate to vigorous physical activity a day." I believe that video games cannot provide efficient exercise for kids today. Not only is it not intense enough, but kids often find a way to "manipulate" the game so they do not have to work as hard.
By no means am I against the Wii or xBox Kinect systems, however I do think kids need a balance of physical activity beyond what is offered through these systems. Parents should require their children to complete adequate physical activity before they are allowed to play such games. In other words, much like Suciu, I believe that fitness video games should be used in addition to at least one hour of actual physical activity not as a replacement.
By no means am I against the Wii or xBox Kinect systems, however I do think kids need a balance of physical activity beyond what is offered through these systems. Parents should require their children to complete adequate physical activity before they are allowed to play such games. In other words, much like Suciu, I believe that fitness video games should be used in addition to at least one hour of actual physical activity not as a replacement.
Subscribe to:
Posts (Atom)