ACTIVITY 5a:  BLOG LINKS

Numerous web resources are available in a wide range of disciplines for the individual who has the time, patience and commitment to search for them. I conducted my search in the area of Language Arts, and it became evident that such a task can be overwhelming.  However, narrowing the search down to specific key words, such as resources for a particular grade level did help.

In most cases, the websites that I found were of good quality.  I was able to apply what was done in previous activities in evaluating these websites, and concluded that many of them can be excellent resources for use in our Language Arts lessons.  The worksheets, games, interactive activities and tests that are found on the sites can certainly add value to what occurs in the classroom.  Additionally, resources for teachers, such as lesson plans, give much needed support to the teacher.  

Undoubtedly, the time and energy that was exerted searching and evaluating these web resources was well spent, as I was able to add to the list of those which I currently use in my classroom. 

Following are links to four of the websites that I found most useful:

www.softschools.com

www.henryranker.com

www.toonuniversity.com

mrnussbaum.com

  

Activity 3: Reviewing Educational Software

The practical nature of this module continues to interest me. Activity 3 provided the opportunity for me to focus on criteria for evaluating educational software in very much the same way as I have evaluated textbooks in the past.  

In planning for our students, we can take nothing for granted.  Making the decision to use particular types of software in the classroom, requires that these selections not only suit our immediate purpose, but are those from which our students can benefit most.  I believe that exposure to this activity has given me the platform from which I can now launch into actually evaluating the materials that I choose to use in my classroom.  This, for me, is an essential part of my professional development. Although I did use my own criteria in selecting the educational software which I currently use in my classroom, this activity offers a more scientific method of reviewing and evaluating those that are available to me. 

Activity 2: Experiencing Educational Software

It is difficult to envisage a modern classroom in which educational software of one kind or another is not used.  There are many benefits of using them in the learning environment, not the least of which is the fun element that they add to learning.  I have found from my practice that educational software offers many opportunities for meeting the various needs and catering for the diverse interests of my students.

I was excited about this activity, due mainly to its practical nature and the fact that there was so much to learn from the course readings and from my colleagues. From these, I was able to make a list of free online resources which I intend to bookmark soon.

MODULE 5 - ACTIVITY 1

Although the concept of bookmarking is nothing new to me, social bookmarking was something that was unexplored for me prior to taking this module.  I am however open to learning from and about it, and I am particularly committed  to exploring the possibilities that exist for classroom use.   

My research informs me that social bookmarking is a valuable tool for researching, collecting and organizing bookmarks, among other features.  Once this is done, the information can be accessed from anywhere at any time.  In terms of classroom use, apart from research, social bookmarking can facilitate collaboration among teachers, students and groups.

I am therefore excited to adding this to the repertoire of tools which I currently use.  

MODULE 1 ACTIVITY 2: INFORMATION PROCESSING

It is impossible to teach students everything that they need to know for life in school.  It is therefore important to ensure that they acquire the wide range of competencies that they need in order to function effectively in a complex world.  Information processing, which focuses on exactly how the mind works in thinking, remembering and problem solving, is therefore crucial.  Information processing can be aided by teaching learners how to think creatively, critically and by guiding them in their efforts at reasoning, inquiring, evaluating and decision making.  Clearly, all of this requires careful planning.

The skills of thinking, remembering, problem solving are acquired through the manipulation of information which is gathered through our senses.  They can also be constructed from interaction with past experiences, also known as prior knowledge.  Learners can be assisted in making connections to their prior knowledge through scaffolding, differentiation, teaching them how to self monitor and reflect, to name a few.

Metacognition, which is the ability to think about one's own thinking, is necessary, since it empowers the learner to strategically plan for his or her own learning.  This ultimately leads to self direction, which means that the learner is able to take the initiative in diagnosing his learning needs, setting learning goals, working to achieve them, understanding when they are, or are not achieved, and knowing where to find help if necessary.

In a practical sense, all of this can and should be facilitated in the classroom.  Integrating ICT into the curriculum is one excellent way of teaching and enhancing these thinking skills. 

THE MOST POWERFUL LESSONS THAT I LEARNED DURING ACTIVITY ONE

The question posed in Activity One, though not difficulty, was thought-provoking.  Attempting to identify the single most influential moment in my development as a teacher from a career that has spanned twenty six years, was definitely challenging. The exercise therefore resulted in me reflecting and reminiscing on some special moments that occurred both in and outside of the classroom, from interactions with students, colleagues and parents, to encountering past students who are now contributing members of society.  Indeed, it was interesting to note that those that stand out most in my mind, are the ones that are related to students' learning and development.  

The group discussion was quite interesting, and I noted some commonalities in responding to the second part of the activity.  Many of my colleagues agreed that the principles of collaboration, staying current and relevant, listening and being open-minded can help us in our efforts at being more receptive to the influences that help us to develop as teachers.  

There is no doubt that I have learned quite a lot from both the readings and the group interaction for the activity.  I was reminded in Whitaker's article that my students are not empty vessels to be filled by me, but that through active engagement and voluntary participation, the students in my class can have maximum benefit from classroom interactions.

DIVERSITY

The concept of diversity focuses on the ways in which people differ. There are racial, ethnic, cultural, social and economical differences. Students also have differences in interests, abilities and learning styles. Consideration of all of these differences in the classroom ensures inclusion and an appreciation and respect for these differences, as opposed to exclusion, which results in frustration.

In the classroom, one of the ways by which diversity can be catered for and celebrated is to give students the opportunity to be heard, that is, to express their opinions in a non-threatening environment. This certainly strikes a chord for me, since I  believe that there is great intolerance within the Vincentian society for a different opinion and divergent thinking.  If we begin to cultivate in our students the willingness and courage to be different, as well as the ability to accept differences in others, then we can become catalysts of change.  

Prior to completing Activity Three, I had never given serious thought to how diversity and assessment are related.  Students come to us with a variety of interests, abilities and needs.  They have varying learning styles.  Including a wide range of assessment methods ensures that learners are given ample opportunities to show what they are capable of doing.  Hence, the child who is not a good writer, but who is an excellent artist should not be deprived of the opportunity to experience success and a sense of accomplishment.  By tailoring the assessment methods to students' learning styles and interests, the teacher is then able to gather data that accurately represents what each child can or cannot do.  This is crucial, since the goal of assessment should not only be to get a picture of students' weaknesses, but also of their strengths.  

In addressing the diversity of our students, the assessment techniques that we use should be varied, flexible and authentic.