Blog Post 6

Asking Questions to Improve Learning

General Strategies for Asking Questions
Project-Based Learning requires teacher to raise questions to see if students understand the task at hand. Teachers ask questions pertaining to the material they are covering and students respond to the best of their knowledge. However, teachers can ask questions that can be unclear at times. Students can become confused by the question or unsure to answer the question. The question that was asked, what do we need to know about asking questions.

Teachingcenter.edu provides strategies, titled Asking Questions to Improve Learning, that help teachers with asking questions. PBL allows students to extend their learning outside the classroom In order to have constructive discussions and research, teachers need to know the "General Strategies for Asking Questions".

According to teachingcenter.edu, teachers should keep course goals in mind when planning. When planning teachers should think about what they what they want their students to know. The question ask should help students "practice skills, communicate facts, ideas, and the way of thinking in the course".

Teachers should not ask "leading questions". Leading questions require its own answer. Because of this it can be discouraging to the students.

Always follow a "yes or no" question with an addition question. Ask students to explain why they gave the answer they have chose. Or if a student agrees ask them to explain why another student gave that answer.

Try to be direct as possible. Be clear ans specific as possible when asking a question. Start off by asking simple questions, then raise the questions to complexity.

During class discussion, try not to answer more than one question at a time. Too many questions at once can be confusing. Students wouldn't know which question to respond too.

When preparing the class activity, include when will questions will be ask and answer. Asking question helps teachers measure if the students is grasping the material or not.

Ask a different range of question. Ask "closed" questions. This types of question only have a certain number of correct answers. "Closed" questions helps "test students comprehensions and retention of important information. Ask managerial questions. Managerial questions helps to "ensure that students understand an assignment or have access to necessary material".In addition, questions like "open" questions allows teachers and students to have an effective class discussion.

Responding Effectively
Asking questions is only part of the process of Project-Based Learning. Teachers often times get passionate about material they are covering in class. They sometimes answer questions before students can even formulate the question that is being ask. To solve the problem of being overly-passionate when asking certain questions, teachingcenter.edu gave some helpful tips on how to respond effectively.

teacheringcenter.edu states that when responding the teacher should wait and allow students to think and formulate response. By waiting, this allows an increase in participants who want to answer the question. It also allows longer more complex answers to be form by the students.
"Do not interrupt students' answers." Hearing the students full response to the question allows teachers to understand their students idea. It also allows the teacher to see if students understand the material.

Be interested in what your students have to say. Let the students know that you are interested in what they have to say. Show gestures, such as facial expressions and nodding, to let them know that you are engage in what they have to say.

"Develop a response that keep students thinking." A way that this can be done is by asking the rest of the class what they thinking about one particular student's idea to a question.

Ask the student who answered the question to explain the thinking process that help them come up with their answer. If the student answer the question with a weak statement or just an incorrect answer, the teacher should make note to the student what they have done wrong. By doing this teacher should ask a follow up question to see why the student choice that answer.

At times, students look over the most important point of the study that is being discussed. To gain clarity of what the student is saying, ask the same student to "recall what that conclusion is."

Why Asking "Open-Ended" Questions 12 Objectives
Teachingcenter.edu provided the objectives to "Open-Ended" Question. As I mentioned earlier, "open-ended" are more effective when having discussions. It also provides active learning inside the classroom. Here are the twelve objectives to why ask open ended discussion.
Objectives
1. To assess learning
2. To ask a student to clarify a vague comment
3. To prompt students to explore attitudes, values, or feelings
4. To prompt students to see a concept from another perspective
5. To ask a student to refine a statement or idea
6. To prompt students to support their assertions and interpretation
7. To direct students to respond to one another
8. To prompt students to investigate a thought process
9. To ask students to predict possible outcome
10. To prompt student to connect and organize information
11. To ask students to apply a principle or formula
12. To ask students to illustrate a concept with an example

Following the strategies that is given allows teacher and students to more understanding to one another. It actually makes Project-Based Learning more effective for students. Asking questions gives teachers the opportunity to see what their students have discover. It also allows students to get a better understanding. I personally think that teachercenter.edu gave some helpful tools that will make discussion more interested and fun. I believe that a person will never grasp a concept fully until they ask question. Question will be one of my main tools I will use in my classroom. It gives students the opportunity to teach themselves as well as their fellow classmates.

Project 8

Blog Post 5

Project 7

Blog Post 4

Langwitch- Flat Stanley

Langwitch.org was created by Silvia Rosenthal Tolisano. Tolisano was born in Germany, raised in Australia, and lived in the United States for several years. She is currently staying in Sao Paulo, Brazil. Tolisano has a Bachelor's degree in Spanish with a minor in International Studies and a Master's in Education with an emphasis on Instructional Technology. Tolisano has the passion for global connecting learning, technology integration, 21st century skills, and literacies, as well as, digital storytelling. Tolisano shared her passion with a group of first graders who inspired their peers to create one of their own.

A first grade class read the story title "Flat Stanley" by Jeff Brown. Each student sent their "Flat Stanley" to friends and relative around the world. Family and friends both respond to the first graders with stories and images. The students were so inspired by their peers "worldwide success" of Magic Tree House podcast that they wanted to create their own. Both the teacher and students brainstorm together to create a story line. Each student will have their own segment to record. For their homework assignment, the teacher wanted them to chose a location and borrow a book from the library about that location. They were also allowed to use the internet to research the location they have chose. The teacher asked them to read the book on their chosen location and write a short script with their parents. The script should include the location, how did they get there, what did they do at the location, and how did they get back. In addition, the teacher reminded them that they were going to be recording, therefore, they needed to think about the sense and sounds that would help them portray the mood, how did they feel being mailed, how did it sound and smell, and what did they see.

Podcasting With First Graders

In Tolisano's blog post she expressed her experience with podcasting with first graders. The students were thrilled about the second graders podcast that they did on animals. They were even more excited about the second graders receiving comments on their assignment. Tolisano explains that an audience matters even to a 6 year old.

Tolisano started reading a chapter book called Vacation Under the Volcano by Mary Pope Osborne to them. It is part of the Magic Tree House series. Tolisano explains their ideas for their podcast. Their idea was to pretend that they were interviewing the two main characters, Jack and Annie. The interview would be on Jack and Annie's adventure in Pompeii. As a class, Tolisano and the first graders read one chapter at a time. After reading a chapter, they would have a discussion on what they have read. After each discussion, Tolisano typed up all the questions and answers. The questions and answers from the discussion became the students' script for their podcast. Tolisano rotated the students so that each person has a turn being Jack, Annie, and the Interviewer. Recording took place in the back of the classroom, while others sat quietly. If their teacher have an activity plan, Tolisano took them into the hallway. She was impressed on how attentive and cooperative the students were. "Several students took interest in editing their part of the podcast." Kids learn perfection at an early age. If a student was not satisfied with their recording they would do it again and again until they thought it was perfect.

Benefits of Podcast

Joe Dale posted a video titled Benefits of Podcast. The video explains that podcasting is an effective way of connecting with students outside the traditional classroom. It produces radio quality instructions and content that can be listened to anytime, anyplace. Educators are now teaching millennial. The video explains that a millennial is anyone born after 1980. Millennial never experience life without any source of technology. Technology takes up most of their spare time. Therefore, innovating learning is part of their everyday life. Podcasting is something they are, also, familiar with. In addition to that, podcasting allows differiation in the classroom. The video explains that you can record lecture and have them to play it back and listen to it as a review or making it project-based learning. Podcasting based off of project based learning is called student centered. When doing this, students normally write scripts and act them out. Podcasting focuses on the highest levels of Bloom's Taxonomy. It allows creativity and innovation. The video mentions a difference between podcasting and vodcasting. As I mentioned earlier podcasting is a recording; whereas, vodcasting is a recording with video. "Since the creation of iPod, podcasting has become a huge trend across the United States." It allow students to gain a "higher order thinking skills and more indefinite with learning by teaching concepts to others." In addition to that podcasting can be very beneficial to those students who are home sick from school or other emergencies. Teachers are often concern with a student being sick for a long period of time. Thanks to podcasting, students can simply go online and be provided with the information from class. Podcasts are easy to upload. Teachers can upload it to their website and students and parents can listen to them. Teacher can, also, upload them to their blog to share with others. "A blog or web blog allows student to type and post responses to assigned tasks. Blogging is also a great way to start a meaningful debate.

From reading and viewing each video, each one gives a significant point on how to create an effective podcast. Langwitch use great creativity to teach first graders how to plan and organize. Having students to brainstorm and doing other important tasks, teaches them how to be responsible and how to be leaders as well. Flat Stanley podcast was a great way to teach students about other countries, how to properly construct mailing addresses on envelopes, and conduct research to share with others. In addition, Dale posts a great video on his blog. Benefits of Podcast gives a great insight on what a podcast is and how it can be effective for student learning. It also gives teachers an idea of how to making learning fun. It also allows teachers to give students an audio aid to help them with their studies. I would definitely use podcast as a tool for my students.

Project #3 Presentation

C4T Post 1

The Lasting Legacy of "The Red Group"
For my Comments for Teachers assignment, I was assign to an Elementary School principal by the name of Erin Paynter. Paynter has a blog called ErHead. In one particular blog post entitled "Lasting Legacy of "The Red Group,"" she makes an interesting perspective about students being accustom to one particular group. In her blog post, she explains her visit to the doctor with her son. A little girl in the waiting area spotted a display of colorful pencils. The little girl asked one of the ladies at the front desk if she may have one. The woman gives the girl and her brother the okay to get a Back to School pencil. The children eagerly looked through the pencils and there the girl spotted a red pencil. She was so excited about the pencil. One of the ladies at the desk ask her if red was her favorite color. The girl looked and simply says No, that she was apart of the RED group.Paynter made it clear that she didn't know exactly what the red group was; it could have been the advance group or her reading group or even the group for kids who don't learn as fast. However, the point is even though groups are a great way to incorporate collaborative learning,it is also a problem in a sense.
The little girl basically identified herself to the group which her teacher assigned her. I'm personally all for group activities and learning amongst my peers; but at some point the teacher does have to allow students to work with people who they are unfamiliar with in the class. As educators, we don't want to create just a red group or a blue group. Students should have the freedom to move freely with their learning. I totally agree with Erin Paynter's perspective. I personally would never have view her point the way she present it. In my comment, I thanked Paynter for sharing such a great perspective. In her response, she thanked me for commenting and was honoured to be apart of my learning process.

Back to School Letter to My New School #SAVMP
In Paynter's blog post, she explains that she is apart of an online mentoring project called School Admin Virtual Mentor Program, SAVMP. As part of the group discuss, each person was invited to write a letter about their vision for their school. She continues to explain herself by giving a brief summary on what her year has been like and she also shared a copy of her letter to the school's blog.
In the letter Paynter introduce herself to her new school. Erin gives a brief summary of her family history and her home life. She stated that before she became a principal she was a vice principal and a homeroom teacher for another school. Paynter expressed how excited she was to become apart of the Dunlop Elementary family. In addition, Paynter explains through the letter to her staff and parents that she wants her team of teachers foundation to be built off of the six C's. The six C's consist of: Creativity, Critical Thinking, Communication, Collaboration, Character, and most importantly Community. Their goal at Dunlop is to " prepare students to participate fully, even transform, our global word." She explains how the six C's will actually help them reach their goal of knowing "21st century skills."
In my comment, I explain that communication is key. I also told her how I admire her passion for education and I like her idea of building her school off the six C's. In closing my comment I wish her the best for the school year.

Blog Post 3

Peer Editing

For Paige Ellis' Blog Post 12 assignment, she created an assignment that most of us EDM 310ers struggle with, peer editing. The assignment she created gives great tips to follow when peer editing and a couple of items to avoid as well. In Ellis' blog post she explains that constructive criticism can be hard; however, it has to be done. Therefore Paige took the time to make sure us EDM 310ers know how to properly peer edit.
In What is Peer Editing and Peer Editing with Perfection Tutorial both explain that peer is someone your own age and editing is making comments, compliments, suggestions, and changes to someone else's work. Therefore, peer editing is working with someone your own age to help improve his/her own writing. Writing Peer Review Top 10 Mistakes explains that peer reviewing can be a very valuable exercise for students of all grades. However, at times people can tend to rub others the wrong way. Top 10 Mistakes show you ways of not being a Mean Margaret or the Social Sammy. Even when a person just trying to be helpful, there are guidelines to follow so that no one would experience being rub in any way. What is Peer Editing gave three steps to peer editing. The first step is to compliment. It is best to start the peer review off with a compliment; let the author know what they have done well. The next step is to make suggestions. When doing this, give specific ideas on ways they can make their paper better (word choice, details, etc.). The final step is make corrections. When making corrections always check for punctuation, grammar, sentence structure, and spelling. Most importantly don't be Jean the Generalizer and leave comments that are not specific. Always be specific on what you are correcting on their paper.
I have to say that I am grateful for Paige's Blog Post 12. Peer editing is something that's often a struggle because a person don't want to offend anyone. I think it is important that we all have a sense of honesty, especially being educators. Being a learning community, constructive criticism should be looked at as a compliment. It should be as if your were saying thanks for making me better. All and all from taking part in viewing the videos, I personally feel like I have learned what it takes to peer review properly.

Blog Post 2

Mr. Dancealot
by: Kenesha Brown, Keri Brown, and Chelsea Chalvert

In Mr. Dancealot’s video, he teaches a dance class with no hands-on experience. By using a PowerPoint, he has his students take notes and sit quietly during his lecture. When one student stood up to give the dance steps a try, he was instructed to have a seat. How can a dance teacher teach dance through lecture?
The truth is he can’t. Actually, nothing can be learned just through lecture. Students need to have hands-on experience in order to grasp the idea of anything. It’s okay to explain the fundamental of how to do a particular assignments; however, students won’t get the concept unless they try it for themselves. Technology is growing in our society and it is becoming more and more important in our schools as well as our everyday lives. Hands on experience is necessary when learning how to use this technology instead of just a lecture or reading something out of a book. The information needs to be applied to be learned. The students in this video did not actually stand up and dance before their exam, which caused them to be very confused on the day of the exam.
The Networked Student
Summarized by: Kenesha Brown
Wendy Drexler explains what it would be like if students took control of their learning. She goes on telling a story about a student from 21st Century High. The student was assigned to do research on any topic. He chose American Psychology. However, there is no textbook for the class and the teacher hardly ever lectures. His teacher believes in connectivism, which is a theory that learning occurs by social networks and many diverse connections and ties. Connectivism are made up of many tools and technology. However, the question was asked “ Why does a network student need a teacher?”
Drexler explains that the teacher empowers students to take control of their learning and connect with new people who will strengthen the learning process. They teach students how to build their learning network. They also show them how to take advantage of opportunities. The teacher is there to be the learning architect when the students get lost. He/She serves as a learning concierge when the student gets stuck, as well as, teaching them how to be a network sherpa when looking at resource. In addition, (s)he teaches them how to be a synthesizer when looking at information.
From viewing this video, network learning is something that the educational system is becoming. Students are being pushed to go out there, find resources, and look up information. As educators, we should allow them to spread their wings and find answers to their questions. Drexler explained the teacher’s role really well. Basically, teachers should allow the learning process to happen until they notice a student is unsure about something.
Teaching in the 21st Century
Summarized by: Chelsea Calvert
This video by Roberts asks many questions to future teachers. He says that teaching is not the main source of knowledge anymore. He believes students should be taught skills not facts. He believes that students will be able to learn the information they are getting from a teacher from the internet. The students will be able to communicate from a variety of sites such as blogger, twitter, facebook, pinterest and many more. The students can also type the question they have into any search engine. If the students are able to find out everything thru the internet or by discussing it with each other, then why do they need teachers. If his suggestions are true and accurate, teachers will become obsolete. I agree that the student must be shown how to use the technological applications available to them. Teachers should be encouraging in any type of learning. Students need to form their own opinions and need to be able to find out the answers to questions they might ask themselves or a teacher. Students need to be taught responsibility and integrity. Teachers have an effect on every aspect of a students life. Teachers can be any one who teaches a student a life lesson. Students should be shown every possible form of technology and then allowed to study how they choose. However I do not believe that teachers could ever become obsolete.
Harness Your Students’ Digital Smarts
Summarized by: Keri Brown
Vicki Davis is a teacher in a rural city in south Georgia. Vicki has completely opened the minds of her students to many new ideas of technology. She has provided them with access to wikis, blogs, podcasts, virtual worlds, and other media tools. These students are constantly learning something new about technology. Everyday there are opportunities in the classroom for students to use technology with their classmates as well as others around the world on blogs or other resources. As a teacher, Vicki does not spoon feed her students. In the video, she said that she often gives them unfamiliar words and tells them to look up the meaning of the word in the context in which she has used it. Vicki also was partners in a founding a global collaborative project. “Digi Teen,” which is digital citizenship for teenagers. On Digi Teen, students from around the world studied digital citizenship by researching, writing, and posting their work through two digital portals. Vicki also believes that she is constantly learning from her students and that they can learn from each other as well, therefore she has specific times in her class where each student will be the teacher, or certain groups will teach on certain days. The Edutopia website is full of resources for teachers. There are links for student engagement in the classroom and tips for keeping the students involved.