Artifact I: Fall of Rome Investigation
Students collaborated in groups of three or four to investigate and provide an analysis of why the Roman Empire collapsed. Students used Google Slides as a cognitive learning tool which allowed them to conduct their research and formulate their arguments on their presentation slides simultaneously both in class and outside of class. |
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Educate
To be an educator means to be aware of and implement the most relevant classical and contemporary theories and practices that can best prepare students for success in the modern age. Today’s educators are faced with the challenge of transforming their students into twenty-first century learners. This means that students should be molded into critical thinkers who are able to utilize technology as a cognitive tool and to be self-directed and self-regulated learners. As a teacher, I enthusiastically accept this challenge and aim to empower my students to take charge of their own learning by helping them to understand that learning is a metacognitive process.
The LMU Conceptual Framework calls for the integration of technology into teaching practices, a broad objective that can imply simply using technology to enrich learning to making it a integral part of the learning process (2009). I agree with Ertmer and Ottenbreit-Leftwich (2012) who argue that technology should be used by students as “a cognitive partner or tool to access and analyze information, interpret and transform that information into their own personal knowledge, and then represent that knowledge to others” (p. 176). This requires teachers to facilitate the use of technology as a resource for students to achieve their content objectives, not to use it as a supplement. In guiding my students to become twenty-first century learners, I emphasize collaboration and presentation skills. My seventh grade social studies class worked in teams of three to analyze why the Roman Empire fell. They split up the analysis questions by theme and collaborated on a single paper using Google docs, a program that allowed them to work on the project simultaneously. These students were then tasked with presenting their findings to the class either through a formal presentation using Google slides or other presentation software, or by uploading a live-action or animated video to YouTube, which would then be shared with the class. This project was designed for students to use technology as a cognitive tool to perform a task that utilized real-world skills and were personally meaningful, thus helping them to become twenty-first century learners.
To help my students become critical thinkers who can use technology as a cognitive tool, I incorporate project-based learning in my classroom. Project-based learning requires students to manage assignments that have long-term and multiple deadlines that they must keep track of. Project-based learning requires students to become self-directed learners (SDL) which is a “process in which the individual takes responsibility and control to monitor and manage learning tasks and activities, going beyond external task control and integrating cognitive monitoring and motivational processing” (Pilling-Cormick & Garrison 2007, p. 16). This SDL model reflects the LMU Conceptual Framework concept that calls for effective educators to be reflective practitioners and this belief applies to students in the same vein (2009). My students are currently working towards completion of their science fair projects. This culminating assignment represents five months of work in which students have managed nine different deadlines on top of their other coursework. In order to be successful, students must reflect on and determine their priorities. To help build this model, I encouraged my students to use Google calendar to plan out their project timelines. By facilitating the process of SDL, students are able to engage in the process of “inducing reflective thought through questions and then actively monitoring this inquiry for the purpose of achieving understanding” (Dewey 1933, p. 2). Students must determine which assignments take precedence based on the immediacy of the deadlines and with how much time it will take to complete them. This process helps students build the reflective practices necessary to be a twenty-first century learner.
The LMU Conceptual Framework calls for the integration of technology into teaching practices, a broad objective that can imply simply using technology to enrich learning to making it a integral part of the learning process (2009). I agree with Ertmer and Ottenbreit-Leftwich (2012) who argue that technology should be used by students as “a cognitive partner or tool to access and analyze information, interpret and transform that information into their own personal knowledge, and then represent that knowledge to others” (p. 176). This requires teachers to facilitate the use of technology as a resource for students to achieve their content objectives, not to use it as a supplement. In guiding my students to become twenty-first century learners, I emphasize collaboration and presentation skills. My seventh grade social studies class worked in teams of three to analyze why the Roman Empire fell. They split up the analysis questions by theme and collaborated on a single paper using Google docs, a program that allowed them to work on the project simultaneously. These students were then tasked with presenting their findings to the class either through a formal presentation using Google slides or other presentation software, or by uploading a live-action or animated video to YouTube, which would then be shared with the class. This project was designed for students to use technology as a cognitive tool to perform a task that utilized real-world skills and were personally meaningful, thus helping them to become twenty-first century learners.
To help my students become critical thinkers who can use technology as a cognitive tool, I incorporate project-based learning in my classroom. Project-based learning requires students to manage assignments that have long-term and multiple deadlines that they must keep track of. Project-based learning requires students to become self-directed learners (SDL) which is a “process in which the individual takes responsibility and control to monitor and manage learning tasks and activities, going beyond external task control and integrating cognitive monitoring and motivational processing” (Pilling-Cormick & Garrison 2007, p. 16). This SDL model reflects the LMU Conceptual Framework concept that calls for effective educators to be reflective practitioners and this belief applies to students in the same vein (2009). My students are currently working towards completion of their science fair projects. This culminating assignment represents five months of work in which students have managed nine different deadlines on top of their other coursework. In order to be successful, students must reflect on and determine their priorities. To help build this model, I encouraged my students to use Google calendar to plan out their project timelines. By facilitating the process of SDL, students are able to engage in the process of “inducing reflective thought through questions and then actively monitoring this inquiry for the purpose of achieving understanding” (Dewey 1933, p. 2). Students must determine which assignments take precedence based on the immediacy of the deadlines and with how much time it will take to complete them. This process helps students build the reflective practices necessary to be a twenty-first century learner.
Artifact II: Science Fair Project
Students began designing and planning their science fair projects in January. Students had to establish a timeline for meeting multiple deadlines and keep themselves accountable using reminders in their planners, Google calendar, or another method that helps them to be a self-directed learner. |
Artifact III: Daily Class Agenda
Every class period begins with a Do Now question which allows students to situate themselves and get them engaged in the lesson early. Following the Do Now, I share the lesson objectives and essential question with the class, followed by the lesson agenda. The use of a class agenda serves to inform the students of what steps they will be taking to accomplish the objective and how they will work to answer the essential question. In guided learning classes, students are able to follow the agenda independently and move on to the next step of the agenda when they feel they are ready to do so. This practice helps develop the students into self-directed learners. |
References
Dewey, J. (1933). How we think (Rev. ed.). Boston, MA: D. C. Heath.
Ertmer, P., & Ottenbreit-Leftwich, A. (2012). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers and Education, 64, 175-182.
LMU School of Education. (2009). Conceptual framework. Retrieved from
http://soe.lmu.edu/about/mission/conceptualframework/
Pilling-Cormick, J., & Garrison, R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University
Continuing Education, 33(2), 13-33.
Dewey, J. (1933). How we think (Rev. ed.). Boston, MA: D. C. Heath.
Ertmer, P., & Ottenbreit-Leftwich, A. (2012). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers and Education, 64, 175-182.
LMU School of Education. (2009). Conceptual framework. Retrieved from
http://soe.lmu.edu/about/mission/conceptualframework/
Pilling-Cormick, J., & Garrison, R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University
Continuing Education, 33(2), 13-33.