What is Best Practice?

 

Albert Einstein stated, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” (Blaydes, 2003, p.23).  As a constructivist and a Christian teacher, it is noted creative expression comes before knowledge.  I believe Vygotsky is a compelling theory, which teachers can expand on with influences from other theorists as Piaget.  Best practices for teaching must not focus on one belief system but a combination of several.  I maintain in order to be an effective educator one must allow the student as an individual dictate learning styles for themselves.  Teachers must maintain the role of facilitator and curriculum design but how the assignments are completed should allow for creative expression from the students. 

Communication is essential for learning to be achieved.  As the Bible says, “And let us consider one another to provoke unto love and to good works: Not forsaking the assembling of ourselves together, as the manner of some is; but exhorting one another: and so much the more, as ye see the day approaching.” (Hebrews 10:24-25, KJV).  This is accomplished through blogs and discussion board forums.  Recently, the lines of communications have stretched to mediums as Skype and GoToMeeting. 

If learning is truly an event for a community then universities as Liberty are certainly on the right track for social constructivist application.  It should be stated, students in the online environment can thrive as equals with those attending the traditional classes.  In finalizing the course, I have met some very special individuals and will treasure the memories.  I learned not only about content material but was able to learn something new about myself.

 

 

References

Blaydes, J. (2003). The educator's book of quotes. Thousand Oaks, CA: Corwin Press.

 

Deulen, A. A. (2013). Social constructivism and online learning environments: Toward a theological model for Christian educators. Christian Education Journal, 10(1), 90-98.

 

Articles

Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education, 13(1), 11-14.

 

Morrison, K. A. (2011). Using web conferencing to teach constructivist, discussion-rich seminars. The Quarterly Review of Distance Education, 12(4), 269-274.

 

Romanelli, F., Bird, E., & Ryan, M. (2009). Learning styles: A review of theory, application, and best practices. American Journal of Pharmaceutical Education, 73(1), 1-5.

Getting to the Point!

Chapter 9: Applying the Personalization Principle

The chapter focuses on the needs of the learner.  The premise is that students potentially learn more effectively when there is a touch of personalization to the content.  It seems the formal style of delivery may lose some of the audience members.  This is where the personalization principle may assist to capture the audience’s attention.  The principle introduces the concept of a social conversational partner to assist in the teaching process.  There is concern that the “friendly on-screen” coach may distract the learner oppose to promote learning.  The small research samples indicate artificial human interaction may produce a desire to learn from the user-friendly interface.  There is an additional concern that the personalized tone may create a sense of lower seriousness for the learner.  It has been determined that humans understand (or try to) when they are involved in a face-to-face conversation which initiates the cognitive process (Clark & Mayer, 2012, p. 184).  The research, which recently started, shows learners perform better when instructed using some form of personalization.  The main concern is too much personalization or off-topic personalization may distract the learner.

       The importance of choice of voice is essential to maintain a human-like quality oppose to the machine sounding voice.  There are examples where a female voice induces heighten learning as shown by test results.  The voice should be polite and eager to assist the student.  Some research indicates learners being introduced to the content experience a deeper learning and retention when the voice is polite.  The research indicates choice of human-like coach or a cartoon avatar does not alter student performance.  It seems hearing the voice is the important issue for the student. 
      In regards to personalization, it is important for the presenter to be visible to the learners.  Visibility, in this case, refers to the voice of the author in the writing.  Formal and impersonal writing is often the theme of informational books, but the use of a visible author is important in order for the learner to relate to the content.  It is shown the visible author can be implemented for both synchronous and asynchronous learning (Clark & Mayer, 2012, p. 199).  The visible author also gives opportunities to create social prompts to the learner.  Research will continue to investigate the effectiveness of personalization.

Reference:

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer.

Reflection:

This reader was excited to read this chapter.  The top reasons follow.  First most, is the fact I teach in this manner.  Students who are considered “At-Risk” appreciate the effort to make sense of the content.  Personalization is “perfect” for all students – all teachers.  Unfortunately, some teachers are clueless on the technology to implement technological personalization.  Unfortunately, some teachers are too strict in their delivery to change.  Unfortunately, some teachers just do not want to change. 

      This chapter validates my teaching style by giving it a name – personalization.  As most people know I give my lessons life through videos, avatars and involvement on the part of the students.  How better can teaching get?  I am an educator!!!!!!!  Please watch the video as an example to teaching and cognitive workload.

Chapter 10: Applying the Segmenting and Pre-training Principles

This chapter focused on some teaching strategies that could be applied in both an asynchronous and synchronous environment.  The first strategy is segmenting, or breaking up a lesson into several pieces.  Segmenting is a tool that can be used to simplify the information without compromising the integrity of the information (Clark & Mayer, 2012, p. 209).  Instead of removing information that is vital to the topic, an instructor can use segmenting to piece the lesson together with smaller lessons.  Segmenting can be done in a classroom as well as online, and can be utilized by a simple “continue” button instead of a long page of information.

The other strategy that was introduced in this chapter was that of pre-training.  In this strategy, the instructor will introduce their class to many important vocabulary words and concepts before having them complete a lesson.  By using this strategy, the information is simplified and the student can build on their knowledge in the pre-training in order to comprehend the rest of the lesson.  Pre-training could also be useful in an orientation setting (Clark & Mayer, 2012, p. 213).

There is evidence that proves each of these theories, but more research needs to be conducted.  Some specific areas of research that the author mentioned would be the ideal size and/or length of the segments that are the most effective.  Other topics of future research interest should include whether there are topics in which a student learning all of the material at once is more beneficial than by using the pre-training strategy (Clark & Mayer, 2012, p. 219).

Reference:

Clark, R. C., & Mayer, R. E. (2012). E-learning and the science of instruction, proven guidelines for consumers and designers of multimedia learning. Pfeiffer.

Reflection:

Once again, I love this chapter.  It is awe-inspiring when the teaching style I have is authenticated.  I intentionally teach to the way I desire to learn – in bits and pieces.  Where the challenge comes in is how does one determine the size of segments?  I have argued with teachers many times about pre-teaching vocabulary.  Knowledge is power and it does not matter the amount of knowledge.  In giving knowledge (vocabulary) to a student prior to the lesson is the same as building confidence.  Is it that teachers would rather teach and go than take the extra time to gain success for the student?

 

Test by Another Name is still a Test

I can't take another test!  You are testing me to death.  Please let me show another way I have learned.

The Theorist of Choice - My God

Remember Well!!!

It is amazing how some things cannot be completely learned.  Pick a subject, any subject!  Okay, you think history is a subject that can be 100% learned.  Well, sometimes history depends on the writer or storyteller?  Sometimes history depends on how far removed we are from what happened. I remember in speaking to my grandparents and parents – actually listening to them about their youth.  In spite of World Wars and the Great Depression, they spoke of fond memories as if the “bad” was far away from them.  Their lives revolved around family and what directly affected them.  Their stories were always first person.  It seems they were always provided with what they needed from God above.  They grew their food and harvested.  They went to war but never spoke of it.  It is the love of God and family they remember.  Yet, if we open up a history book we see a different story – stories of hate and destruction between Nations.

When I turn on my computer, I do not consider all the gadgets in it or downloads that come with it.  I entrust the manufacturer and my husband have chosen well for me.   Some things I just leave to the experts.  I figure if I can play World of Warcraft with my family with little lag, I have a great computer.  On the other hand, programs are another story.  I want user-friendly programs where I do not have to know the binary language that put it all on the screen for my use.  I leave the “how” up to individuals who have a love for puzzles.  For instance, I really do not care how Prezi works – just that it does.

There are individuals (like my husband and son-in-law) who can tell what every piece of the guts of the computer are.  I, personally, am happy all those pieces make my life easier – creating blogs, paying bills, and etcetera.  

In education, technology has made our lives easier.  Many resources can give my students an edge over my grandparents:  if they take advantage.  For example, students can turn on their computer to explore the world.  My grandparents knew only what was told to them through word of mouth or the newspaper. 

And today's classroom technology is user friendly for both teacher and student.  Old technology (overhead projectors and the like) were for the teachers use, to augment the lecture. Now, technology is used by teacher and student, making learning an interactive conversation.

Do you need to know everything about hardware and software to be a great teacher?  No, but you do need to learn the basics to be able expose your students to the technological world they are a part of and to help them use the tools.  Not all students will become the inventors but they certainly will be the users.

A Different Spin

I truly realize this post does not apply to a lot of schools and teachers, but if it does, you will be able to relate to its meaning.  Politics in the school seems to be the thoughts that come to mind when reading Hall’s chapter 5. 

Definition:

“Forming” is considered the “honeymoon” stage.  The book states this where the teachers are on their best behavior.

Scenario:

A new teacher joins a department where the team seems to be in the “performing” stage.  Everyone is nice to the new teacher, although, they wanted to choose someone else.  The new teacher believes the team is being friendly but soon realizes that she is not included in any decision-making meetings or even invited to the social click.  It is noteworthy to state the department’s state scores are low (55%) and the school is “Academically Acceptable.”  The new teacher’s students are challenging and many have labels placed upon them (SPED, ESL, At-Risk, etcetera).  The department head scores the new teacher low on walk-through evaluations without follow-up conferences.  As the six weeks progresses, the new teacher is shun from the others.  She feels isolated from her team.

Question:

What did she do?  What would you do?

Definition:

“Storming” is considered the “rocky” stage.  The assumptions, biases, prejudices, misconceptions, passions and agendas are recognized during this stage.

Scenario:

For our new teacher, this is time of realization.  She is on her own amidst, what seems to her, a pack of wolves ready to devour her at a moment’s notice.  The new teacher loves teaching and learning from her students; which becomes her focus.  She reports to the department head that her co-teacher had the smell of alcohol on her breath not realizing that this teacher was going to be named “New Teacher of the Year” in a few days.  The new teacher is labeled a troublemaker and nothing happens to the co-teacher.  The students are advancing with the new teacher’s teaching style as shown on the first benchmark.  Her overall average for the test was 72.7% while the other teacher scores were below 50%.  Was this new teacher praised for this achievement?  No, she was accused of cheating.

Question:

What did she do?  What would you do?

Definition:

“Norming” is the period where the guidelines are set for the team.  The “real” work begins.

Scenario:

The new teacher realizes she is a target.  She refuses to give up on teaching her students to the best of the abilities God gave her.  “Show yourself in all respects to be a model of good works, and in your teaching show integrity, dignity, and sound speech that cannot be condemned, so that an opponent may be put to shame, having nothing evil to say about us.” (Titus 2:7-8 ESV). 

During the second six weeks, the students know it was not only the new teacher accused of cheating but them as well.  The students are supporting their teacher and strive to do much better on the next benchmark.  The test day comes and the students are ready to raise their scores.  The students are tested and the new teacher seals each class’ test in a large envelope.  She has the co-teacher initial and deliver directly to the department head after each class.  The scores come back with an amazing 92% pass rate.  The new teacher is not praised for the scores but chastised for not following the cookie-cutter curriculum as the other teachers where doing.

Question:

What did she do?  What would you do?

Definition:

“Performing” is when the team is working as a well-oiled machine.  Team members know their goal and how to achieve it.

Scenario:

Get rid of the new teacher is on the minds of the other teachers.  They have isolated and degraded the new teacher.  Yet, her spirits remain high because of her faith and her students.  The new teacher is sent on her merry way to co-teach in Life Skills at semester break.  The Life Skills teacher tells the new teacher toward the end of the school year everyone believed she would quit due to the stress of working with very challenging students.  Since the new teacher adapted to the new environment and not being a quitter did her best with these sometimes-violent students.  The new teacher survived but at what cost?

It would seem developmental stages of teams are not always intended to be the best for all teachers and especially in the best interest of the students.  Each stage brings acceptance to the pecking order of involved individuals.  Sometimes learning how to play the politics is the most difficult process of being a teacher.

On a side note:

Please learn to use the whiteboard and other technology that has been provided in your classroom.  Someone is willing to teach you!

God bless each of us with patience to endure. 

What type of teacher are you?

Mr. Hall believes this chapter is the most important part of this book.   I would say the chapter was an interesting read.  The section, I believe, that stood out to me is the section describing the three dominant teaching delivery practices.  The traditional teaching is where the teacher is solely in charge – totalitarianism.  Certainly, this type of teaching has its place – in history.  I believe since this was the way I was taught might be the reason I just passed my way through the early years of my education.  Looking at my time at UTSA (not giving its full name to protect identity) it seems the courses where creativity and critical thinking were present my grades soared.  On the other hand, the courses where the instructor was traditional I simply slide by to pass. 

The next type is the innovative teaching style.  The teacher is still mainly in charge but is willing to engage in bringing new strategies and methodologies to the students.  This type is essentially a dictatorship.  Students are given little opportunity to explore technology except through research and multimedia presentations for the most part.  It would seem most teacher fall into this style of teaching.

 The last practice is that of brain-based learning – a democracy (at least as close to it as possible as compared to the other styles).  The key is collaboration between teacher / students and students / students.  The students have choice about their education journey.  Technology is central to the curriculum.  It would seem some teachers have hesitation to let the reins drop to let the spirit fly. 

“Train up a child in the way he should go: and when he is old, he will not depart from it.” (Proverbs 22:6).  Training does not mean control the spirit.  Should not the same apply to learning in our classrooms?

Picciano’s chapter six to most might seem boring and it is.  We must realize technology is a part of the educational journey.  Whether the discussion is how or when to incorporate technology each teacher must explore the possibilities to ensure each students has an opportunity to learn.  Technology in reality makes the teacher’s job easier.  Technology opens up doors to the future – so why would anyone want to withhold the future from the students? 

When is the Right Time to Learn Computer Technology?

 

 

There is much debate as to when children should learn computer technology.  In Chapter 3, according to Picciano and others, studies show middle school is the time when students make the greater use of the applications.  Papert believes earlier is better since children develop logical reasoning between 7 and 11 years old.  Elementary schools started introducing computer technology in the late 1990's, thus, agreeing with Papert's theory.

 

 

I would tend to agree with Papert's theory of "earlier is better."  In having four grandsons who ranged now from 7 years old to 15 years old; they are able to navigate through most of the programs I am familiar with.  My 9 year old grandson read a book and using an Avatar program did a book summary and review.

 

An Avatar Book Review by RM - it was his first so I let him go crazy with the effects. LOL

 

Which leads me to Chapter 4 in Picciano's book.  Things we learn from databases to office software.  I will generically combined technology in general for purposes of my thoughts.

 

When is computer technology to much for children?  What have we lost during recent generations?  A lot of my students in past years have become computer junkies.  Kids come home from school - hopefully after doing their homework - jump on the computer to get their "fix."  I remember as a child we went outside to socialize (play) with our friends until dark or Mom called us in for dinner as a family.  On the weekends after chores we were outside with our friends unless Mom and Dad had other plans for us - like a trip to the lake.

 

Watch this video to jog your memories!  Please share your thoughts or memories with us.

 

Remember When?

Reference:
Picciano, Anthony G. (2011). Educational leadership and planning for technology (5^th ed). Pearson Education, Inc.: Upper Saddle River, NJ.