EDUC 6711 Reflection

When looking at my personal learning theory from week one I would not change much.  My ideas have been reinforced.  Students learn best when allowed to construct their own knowledge and have ownership and accountability in it.  This approach is constructivism.  Students need to be a big part of the learning process.

Two areas in which this class changed me was in the area of technology integration.  I will use two different types of technology, webspirations and blogs.  The graphic organizers that can be created are clean and neat.  This is a great thing and also it can be saved.  The work will be reproduced after the dog ate it.  The next is blog.  This allows students to share work with the world.  This expands the audience and forces them to defend their thinking.  This is Maslow highest level of thinking.  

I have two goals for my teaching.  Goal one use technology and goal two try two new 21st century skills.  How will I be accountable.  I will tell my mentor teacher my goals and she will hold me accountable and also have them on my desk with check marks.  I will check them off after completion.  These goals will help students learn better and improve my teaching.  That is I am after as a teacher.  

voice thread

www.voicethread.com/share/657954

social learning theory

Students need to be able to learn from each other for social learning to take place.  What that learning needs to like to transition students with 21st century skills is unknown.  This weeks resource makes some good activity that should apply to social learning theory.  The most important one I believe and use is creating a video.  Making videos requires a lot of different workers doing different things.  These classroom groups need to be small in nature to give the maximal effort.  The thing that needs to accounted for is that every student is pulling their weight and achieving the learning objectives.  This is were rubrics and individual work needs to be taken into account.  Using rubrics are very important for success.