Improvement Science Plan Part 4 #EDCS480

Using Padlet in the classroom was really enjoyable for students but productive for me as a method of formative assessment. I know that there are students that are shy and would express themselves more if they are comfortable no matter how hard we try to make them feel. I know and believe that using their devices and technology have students be more engage in learning. Padlet provides so much freedom to do whatever we post on there and share what we want and make it our own little textbook and have students take notes and even reflect on each other’s work. Students were really thrilled to be able to use such tool. They were more excited when they were given the task to create their own Padlet in their respective expert groups and have other groups respond to their group questions and statements. Students were attentive to their peers sharing and responding to their posts. Matt Miller of Ditch That Textbook showed various ways, that I am going to be experimenting with my students, that we can use Padlet in the lesson. In his 20 useful way using Padlet in the classroom . This article helps me form what I can do to keep improve learning in a way my students will enjoy being on Padlet everyday. From day to day I have found new methods through implementing technology in my lesson, especially using their own devices.

We all know the benefits of technology is endless especially in the classroom. I can not get over the fact that several applications I am now looking at and hoping to try in my classroom. One of the benefits that I am hoping to have students achieve with the continuous use of technology in the classroom is that it “prepares students for the future and assisting them with learning on their own pace states Janelle Cox of TeachHub on the Benefits of Technology in the Classroom. Since using Padlet in the classroom, students come in and look at the SmartBoard knowing that we will start with a bellringer and they get excited by seating quietly, logging on to their emails to click on the link that was send to them. They know that there’s always a interactive, fun, meaningful and lesson related bellringer awaiting them upon their entrance of the classroom. Students ask about how else we’re going to use Padlet? and I have to keep them on their feet to making responses and Padlet use engaging and meaningful. Two students even mentioned that this beats responding with pen and paper, to be honest didn’t even occur to me as a factor here. I realized then that maybe some are too lazy or even bored in writing but would rather type and respond electronically.

Overall I saw students engaging, responding and learning, which was my goal of this supplementary learning tool. Implementing this great tool help me tremendously to help students master objectives collectively. I read in an article on Edutopia by Dr. Nicholas Pino James on Gold Rules for Engaging students learning activities, “that research suggests that considering the following interrelated elements when designing and implementing learning activities may help increase student engagement behaviorally, emotionally, and cognitively, thereby positively affecting student learning and achievement.”

1. Making it meaningful “Research has shown that if students do not consider a learning activity worthy of their time and effort, they might not engage in a satisfactory way, or may even disengage entirely in response (Fredricks, Blumenfeld, & Paris, 2004)”

2. Foster a sense of competence by:

  • Be only slightly beyond students’ current levels of proficiency
  • Make students demonstrate understanding throughout the activity
  • Show peer coping models (i.e. students who struggle but eventually succeed at the activity) and peer mastery models (i.e. students who try and succeed at the activity)
  • Include feedback that helps students to make progress

3. Providing Autonomy Support by

  • Welcoming students’ opinions and ideas into the flow of the activity
  • Using informational, non-controlling language with students
  • Giving students the time they need to understand and absorb an activity by themselves

4. Embrace Collaborative Learning “ is another powerful facilitator of engagement in learning activities. When students work effectively with others, their engagement may be amplified as a result (Wentzel, 2009), mostly due to experiencing a sense of connection to others during the activities (Deci & Ryan, 2000)”

5. Establish positive teacher-student relationships can be facilitated by:

Teacher-student relationships can be facilitated by:

  • Caring about students’ social and emotional needs
  • Displaying positive attitudes and enthusiasm
  • Increasing one-on-one time with students
  • Treating students fairly
  • Avoiding deception or promise-breaking

6. Promote Mastery Orientations-” When students pursue an activity because they want to learn and understand (i.e. mastery orientations), rather than merely obtain a good grade, look smart, please their parents, or outperform peers (i.e. performance orientations), their engagement is more likely to be full and thorough (Anderman & Patrick, 2012).”

When these factors are implemented correctly through whatever method being used for student activity learning, students would master concepts, ideas and tasks of the lesson provided because I want that interaction and engagement in the classroom. My student learning activities that are based on these rules of engagement and tips on how to implement technology effectively in the classroom.

My overall perspective, I enjoyed working with my students on this project and I am glad that the overall goal was achieved to assure student learning and concept mastery. I am glad I took part of this ISP.

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Improvement Science Plan Part 3 #EDCS480

3. Study- collect some evidence/ data ( i.e student interviews, test, scores, observations, student work) to determine effectiveness

With my students using their devices and iMac in the classroom, I want to know has there’s improvement on their work habits. If they have been more engaged and willing to take part of the discussion as compared to the usual students who you’d usually participate in class discussion and would score higher because of being able to comprehend. So implementing Padlet as a resource to assist with student sharing anonymously to assure that the objectives are clear and met by the end of the lesson is successful. So our first few tries was a bit trying with the internet being slow but we managed to make sure everyone has a chance to share their opinions. Then came assessment their ticket out is to once again to respond to what they’ve learned, I learned that they are more frank and shared more then they would if they were to respond to me directly. So to find out to how to nail down what should be assessed in their learning using Padlet, Dr. Jennifer Roberts of North Virginia Community College in her presentation on Methods for Assessing Student learning Outcomes (2008) she asked that we assess students based on these questions of assessment:

  1. What should our students be learning?
  2. What are our students actually learning?
  3. What can we do to help our student learn?
  4. What types of changes can we make (to
    assignments, activities, materials) to
    increase actual student learning?

So in my change idea of the ISP, I hope to achieve what can we do to help our students learn? As simple as my method in implementing technology use of the application Padlet, I would hope to achieve my students ability of being engaged and sharing what they do not understand because they are not addressing these issues directly or indirectly. So using Padlet anonymously, my goal is for them to succeed in achieving the objectives of each lesson and how I can improve or assist them in understanding the lesson much better. So taking the indirect approach of assessing my student learning everyday by using Padlet in answering prompts and reflecting on a day to day basis and see if it has improve their learning in the classroom.

An article by the California Lutheran University on Indirect Instruction stated “Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students’ interest and curiosity, often encouraging them to generate alternatives or solve problems.In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry.” This article also assisted me in showing the vast examples of indirect methods and allowed me to understand to which approach I am using in the classroom. In reflective discussion, I am able to:

  • To use questions to stimulate reflection and extend comprehension
  • To challenge students’ thinking by inviting them to interpret, infer, summarize, form conclusions and evaluate selections
  • To extend personal responses by considering the views of others
  • To share personal thoughts, feelings and images evoked by literature selections, films, illustrations and experiences

With this practice being constant use creatively and engagingly would allow me to see more students be proactive in learning and sharing with their peers. This would allow me to “monitor students’ interest and participation in sharing interpretations and responses,
note students’ ability to orally express their thoughts, feelings and understandings, note students who pose questions to clarify their understandings, and observe students’ ability to listen to and respect the views and opinions of others. Indirect Instruction”

In the pre-assessment survey to see where student stand with indirect learning and what teachers can do to assist them with being more involved and engaged in the class, students responded to the following questions

Pre-assessment:

1. What methods should teachers use to make you more engaged and interested in the lesson. Students responded with the following: screen-shot-2016-11-28-at-2-09-48-pm

2. Are you more willing to participate in class discussions if it was meaningful and fun? 

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3.You are more likely to participate in class if you are using media, technology, and other devices in class: 

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4. You would be more involved in class if it was done in anonymously where you would be able to express more?

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This data shows how much students are willing and able to participate in the class discussions if the teacher has students involved in a engaging and meaningful way. We would like all of our lessons to be fun but students state that if the lesson is fun, engaging and subject related, they are more likely to be involved in class discussions. Then there’s a big number of students that draws in between of maybe would be involved more in class if they are more independent and anonymous sharing through posts and reflections.

Gathering data through their responses and survey (pre & post) would assist me through the process to analyze if this method is effective. The first time we posted on Padlet some of the students asked if they can share it in Samoan and I allowed them. I then realized, maybe this another factor, the language barrier. From then on I allowed my students to express themselves in our native language and that opened up more freedom of expression and sharing.

From the post survey on using Padlet in the classroom for bell ringers, mid-discussion and ticket out, students responded accordingly:

  1. Have you heard or used Padlet before using it in this class? screen-shot-2016-11-30-at-2-21-20-pm
  2. In one sentence, share how it felt using Padlet as a discussion generator and reflector?screen-shot-2016-11-30-at-2-21-26-pm
  3. Should Padlet (or a similar application)  be implemented in all your classes?screen-shot-2016-11-30-at-2-21-32-pm
  4. Was this method effective in the classroom to make sure you are learning and responding to class discussions? screen-shot-2016-11-30-at-2-21-38-pm
  5. What would you suggest to change about using Padlet or any other application in class?

 screen-shot-2016-11-30-at-2-44-54-pm

To my conclusion from what I have seen in class and their work, is that this method does work and students are enjoying it. The more they enjoy using Padlet the more likely they are to interact and be engage and willing to learn so they can post their opinions and share what they’ve learned on Padlet. I would however look for another application to assist in getting students to interact and share so they can move around and constantly be active.

Here are several of the student’s posts on the Padlet they enjoyed and look forward into posting before, during and after lesson. 

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Improvement Science Plan Part 2 #EDCS480

What are the big ideas:

After much contemplation and assessment with students I decided to PLAN my project of improvement in the classroom. In our critical groups it was suggested that to get more students to open up is when they feel their voice is anonymous, especially the quiet ones. So my critical friends suggested using Padlet so help me to get my students more engaged in my lesson, especially to see what ways I can reach them to achieve each objective of the day through summative assessment. Increasing Student Participation by The Teaching Center states that “Ideally, the goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in depth, from a variety of viewpoints. Some students will raise their voices more than others; this variation is a result of differences in learning preferences as well as differences in personalities.” Therefore using technology to have students voice their opinions and share their ideas so they are more comfortable and be more willing to engage in the lesson than to be be on the spot with raising their hands or letting their voices be heard. Some students react more with sharing anonymously, hence using Padlet.

Using Technology for Formative and Summative Assessment shared how research backs up the notion of using technology to analyze student assessment. The presentation shared a research done by (Zakrzewski & Bull, 1999) “Formative assessments should be designed to engage student attention, enhance learning effectiveness, and have students become committed to self evaluation. It is a proven fact that web based formative assessments improve student learning and their interest in their scores. This type of formative assessment allows them to assess their own progress and understanding. Some examples of the use of technology in formative assessments are, online quizzes, Smartboard applications, clicker systems, online polls, twitter or Facebook questions, and many more. Below is an image I found that had many different programs teachers are using for formative assessments.” Therefore I have given students pre-assessment on how they prefer teachers using technology in the classroom to help them learn more in the classroom and how to achieve their participation more with more meaningful technology integration.

As teachers, we know that we do not receive all one learner types of students in our classroom. It comes in vast different types, so we try our best as teachers to make sure that we meet their needs to learn best in the classroom and help our students achieve. Through this change idea I have decided to integrate using students mobile devices such as Ipads, Smartphones, and my three iMacs to assist students using technology in the classroom. My classroom does not have the luxury of being fully supplied with technology but I will allow my students to use their devices a long with my three iMacs to best assist students meet their needs. This also helps differentiate instruction in classroom and would allow students to be more active and tap into other students creativeness. In one video by Edutopia that shows how Forest Lake Elementary implements differentiate instruction by using technology. One of the teachers Mr. Kevin Durnham commented on one of his student that created a comic strip on a bearded dragon, stating that one student would not be able to complete the task if he was to write a 3 paragraph on a bearded dragon.  We know that our students are more tech savvy and its best to use those skills for learning. So my change idea is to get more engagement to improve summative learning using Padlet reflection.

Questions I have:

Will Padlet improve my students interaction?

Will students take advantage of using their devices in classroom?

Will student engagment improve?

Do:

Students are completing their Teacher of the Day reflections on Padlet and we’ll discuss their feelings on going online to share to everyone and reflect and reading what others have to say about being a teacher of the day.

Final Reflection #edcs480

What are your takeaways from this semester?  What will you do as a result?  How will you continue to learn and grow and an educator?

From the beginning of this semester I was hesitant at all the projects and assignments we had to do but later later on towards the end of each assignments I realized what an impact it has had because I started to implement some of the skills in the classroom. My 25 hours challenge helped me be in right mind frame to be physically fit to the improvement science project. The ISP project helped a lot and continue to do so in the classroom.

I learned that I have to be willing to be open up to the changes that helping the education move instead of being stuck at my own pace. I need to get with the times and move my students along if I want great results in learning at a great degree of knowledge.

Everyday I have to read and research, collaborate and constantly peer review to be updated and see what is one way one can learn maybe can help the other. This Christmas break I will be attending, virtually, an online conference on Ditch the Textbook by Matt Miller @jmattmiller to help me learn more and grow all thanks to this class and Twitter.

So I have learned a lot and forever grateful for the skills I’ve picked up from this class.

 

Thanks Dr. Katie.

Learning Experiences

One of the most significant learning experience I have encountered is when I was in the teachers cohort for my bachelor’s degree with UH-Manoa. The summer courses we my favorite for the two years with this program. Interacting with your colleagues and seeking ways to improve in the classroom, teaching methods, and how to embrace the unique students we get every year, the instructors had hands-on, interactive, mind blowing and inspirational methods and lessons that helped me as well as my colleagues excel in the classroom. Dr. Zuercher, Dr. Skouge, and Dr. Yoshioka were the professors that stood out to me that made learning very meaningful. After 3 years I still remember their methods and the lessons learned as if it was yesterday. They’re class stood out to me and I always look forward to go to their class everyday during summer.

A poor learning experience was in middle school. I was in sixth grade to eight grade and I had two or three teachers that applied the same method of teaching. They would sit from their desks and dictate the lesson from there, or they would write pages on the board for us to read and answer questions to and the worst one was for a reading period, the teacher would have us complete countless number of workbook pages without any understanding of the skills to be obtained from it. All I know is that we’re suppose to complete it, whether or not we understood it, just complete it. I did not learn anything and have not gained anything from those crucial three years in middle school.

So when I started high school I knew and felt I was somewhat behind than my peers because maybe they had the best teachers to help them prepare for high school. And it was true because I barely can manage passing English class and Math was a blur to me until my senior year in high school. I was lucky to be inducted in to the National Honor Society but failed to maintain because I had poor study habits so my membership was suspended by my senior year. With that lesson I excelled in the last year in high school to make sure that I can do this. So with that I vowed when I became a teacher, I would never ever be that teacher. I would have my tired and downright lazy days, but never ever the sitting around and not letting my students learn and pushing my students to study and to love learning. Its my main motivation everyday to be the best teacher than I was yesterday.

25 Learning Challenge Week 4 #EDCS480

Setting realistic goals and taking baby steps really helps. Week four has been great because I am able to set realistic goals and met them! Felt good to know that I was able to make a schedule and see through it. I stuck with 20 minute workout. With that I can do much anything and at anytime. If I add up how many times I’ve chosen to get up and start moving instead, its added up to almost an hour. Tweeting and blogging about my progress helps. I get feedback and reading on posts to motivate me to a healthier lifestyle helps tremendously. I get to have more help, support and motivation as well as an echo of what I am working towards. Yes, there will be those day when I just want to just sleep in, but as one post I follow”My body can do it, its the mind that needs convincing!” So who best to do the convincing than me? I love the motivation and consistency that I am in. Even on my cheat/rest days I do a little workout for about 5-10 minutes just to keep the pace up and going. This writing and workout has taught me a great lesson of actually looking beyond myself for help and support, even in the most simplest things.

Here’s to pushing forward!

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#EDCS480

IMMOOC Week 2

“Change is an opportunity to do something amazing.”

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 Where I am currently teaching, we’re old school. Some teachers, a small percentage, have opt out of teaching from the books and by the books. While the vast plenty have still used the good old books as the main and primary resource of their teaching instead of just a supporting resource. This is my second year of teaching in high school level, 6 in elementary and middle school, I have opt out of using books but using online resources to help me meet the objectives and goals of each day. Students are so use to the books that they ask “where are the books so they can get copy down the definition.” I told them I am not using any books, take notes, think of the concepts I am reinforcing in the classroom through my activities and such, and there I hope and pray they get it. Students are so use to having material memorized and be “compliant” and not risk takers makes them more stuck as the teacher is. Teachers need to model innovative thinking and practice to echo the message through out other colleagues and such. 

Couros states best that innovators embody the way of thinking as to what is best AND what is new! Not either or but both. The mentality has to be new and always changing for something better to improve. The best example was set in the beginning of chapter one whereas Blockbuster did not one to “get with the new” and start moving with technology, yet they were stuck in their mentality that people would have to travel far and long to deliver movies and turn in movies. Netflix offered to be bought but being “stubborn” and sticking to “old methods” Blockbuster lost out on an opportunity to be one of the greatest online movie providers. Like Cuoros states, if you’re not in with the new, you’ll soon die out. I love what chapter one states that technology is a resource not an outcome. We can change so much but if we’re not using it correctly we’re not progressing with the new, we’re just using technology as a very expensive book and pencil. We need to think new and better to improve in and out of the classroom.