Module #7-sTRATEGY #8 AND #9-IDENTIFYING sIMILARITIES AND dIFFERENCES/generating AND testing hYPOTHESES
The authors to our book state: "Asking students to identify the similarities and differences in the content they are learning helps them to structure their understanding of the content." (Pitler, Hubbell, & Kuhn, 2012). Marzano says, " While teacher-directed activities focus on identifying specific items, student directed activities encourage variation and broaden understanding, researchshows." (Marzano, 2005). The idea that finding similarities and differences in the areas that are being studied is heightened by the actual organizing of those similarities and differences. For this reason, I have chosen to use Excel spreadsheet. In the spreadsheet, I have given an opportunity for the students to formulate an attendance sheet to use in their local church ministries. This particular spreadsheet categorizes information such as the person in a Sunday school class with their first and last name, their address, phone number, gender, parents' names, and attendance for a specific month. This one was set up for October. The purpose of graphing the gender could be used for Sunday school contests and it may also be used for instructive purposes. In this chart, the females are attending more often than the males. This information could be analyzed so as to adjust programs to encourage the males to show up more consistently. This can be taught to students in school so that they can be more effective and more pro-active in their church ministries.
Marzano says, "When given opportunities to generate and test hypotheses students are applying knowledge," (2005).The teacher is always concerned that the students are applying the knowledge that they have accumulated. If generating hypotheses and testing those hypotheses is a way to show applied knowledge then the opportunities should be given. In a science class which teaches astronomy, the opportunities to generate hypotheses concerning the universe are insurmountable. The actual testing of those hypotheses are not as easy to do unless you could take a trip into outer space, which is not likely, unless the student makes that a future goal as a profession. For the most part, students can use what others have researched, through this tool: Star Chart. This tool allows you to down load for free an amazing wealth of information from star-gazing time charts, to constellation night shows, to videos on what our space modules have photographed. The information takes in just about anything that you can think of concerning space technology. The photos are clear and the videos are clear. A teacher could have a student generate a hypotheses on what they expect to find on a planet by the information that they already have. The student then could research that information on this tool to verify their hypotheses or change it. The ideas are endless.
The ideas and possibilities are good on the Excel spreadsheet, but the amount of time that I had to spend to try to get the desired effect that I wanted, I feel was unreasonable. For a person who has a job in computer business, this is probably a help. I give this tool:
The tools in Star Chart were amazing and easy to access. There were multiple things to do that were enjoyable and easy to navigate through. I give this tool:
Marzano, Robert D. PhD., Title: Nonlinguistic Representation, 2005, Northwest Regional Educational Laboratory, Portland, Oregon https://escmarzano.wikispaces.com/1.+Identifying+Similarities+and+Dierences
Marzano, Robert D. PhD., Generating and Testing Hypothesis https://learningstrategiesmarzano.wikispaces.com/generating+and+testing+hypothesis
Pitler, Howard; Hubbell, Elizabeth R.; & Kuhn, Matt. Using Technology with Classroom Instruction that Works , 2012, ASCD, Alexandria, Virginia; Mid-continental Research for Education and Learning, Denver, Colorado.
Marzano, Robert D. PhD., Generating and Testing Hypothesis https://learningstrategiesmarzano.wikispaces.com/generating+and+testing+hypothesis
Pitler, Howard; Hubbell, Elizabeth R.; & Kuhn, Matt. Using Technology with Classroom Instruction that Works , 2012, ASCD, Alexandria, Virginia; Mid-continental Research for Education and Learning, Denver, Colorado.
Module #6 -Strategy #7-Assigning Homework and Providing Practice
Quite a discussion continually goes on as to the effectiveness of homework. The student will always tell you that it is not necessary but are they accurate or just trying to get out of work? Sabine Volley suggests in a recent article, that evidence for influencing achievement is inconclusive, that homework success is based on too many variables such as the subject, teacher, level of proficiency, type of task, and socio-economic backgrounds (Volley,2017). This last sentence does not conclude that homework has no value, it only concludes the obvious: that the subject is important; the teacher's influence of what happens if the student does the homework or what happens if the student does not do homework is important; that if the student understands the subject, the homework is easier and probably well done; if the task is appropriate to material covered in class or material that will be covered in class is important; and socio-economic backgrounds??? If the student is poor or rich, both can do homework. If the parents do not care if it is done, that will have an important effect as will the opposite have an effect. Another article by Bas showed research stating that 64% involved in a study proved to have positive outcomes from doing homework. This homework was done to:1)provide practice time and review, 2) introduce new material-get a head start on what will be covered, 3)apply previously learned skills, 4) provide an opportunity to use research such as dictionaries or libraries, 5) give opportunity to make their own problems or ask questions. (Bas, 2017).
Because of the second article, I have chosen to see the important side of homework and practice. I chose for my first tool, BBC Skillswise. I did two different practice skills. One was practice of spelling and one was practice of following directions by using listening skills and organizational skills to figure out a procedure. The spelling allowed you to spin a wheel by clicking an arrow that replaced letters until you got the one you wanted. Then you went down the row until you correctly spelled the word that they had given. The tool sounded the word for you. When you completed a series of correctly spelled words, you could print a certificate or send your results to the teacher. I like this practice because you can choose whatever level you want to achieve. The listening and doing a task in order of hearing was performing a medical emergency function. When you correctly follow the nurse's directions, you are awarded a badge of completion as a doctor for their learning hospital. It is a fun way to organize thoughts and think of what should be done in the correct order. You want to do your best because you do not want to make a medical mistake and although it is not real, it has a brain connection that also includes your ethical fortitude. It is also free. BBC Skillswise gets:
The second tool that I chose was Flashcard Exchange. This tool allowed you to put in math facts or spelling and vocabulary facts. I chose the latter of the two. I was able to choose a level that I wanted and then practice by reviewing the words with their definitions. I could also choose the method that I wanted to in order to quiz my knowledge of the material that I had studied. When I completed a task correctly from the group list, I could print a certificate of achievement. Once again, I had the option of sending it to my teacher. This is also free and I give this tool:
Volley, Sabine. Homework: based on tradition or research? A Qualitative Study on Teacher's Considerations When Assigning Homework in English, 2017. eds.b.ebscohost: com/eds/detail/detail?vid=20sid=e9a0b465-47e4-42d9-93fc http://hdl.handle.net/10037/11553 edsbas. D8632215
Bas, Gokham, Homework and Academic Achievement: A meta-analytic review of research. Issue in Educational Research, 2017, Vol. 27, p31-50. 20p., Database: Education Research Complete PDF Full Text(2MB)
BBC Skillswise. http://bbc.co.uk/skillswise
Flashcard Exchange. www.flashcardexchange.com
Bas, Gokham, Homework and Academic Achievement: A meta-analytic review of research. Issue in Educational Research, 2017, Vol. 27, p31-50. 20p., Database: Education Research Complete PDF Full Text(2MB)
BBC Skillswise. http://bbc.co.uk/skillswise
Flashcard Exchange. www.flashcardexchange.com
Module #5 -Strategy #6-Summarizing and Note Taking
For my second tool, I used Track Changes from Microsoft Word. This tool could be very helpful to fulfill the requirements given by Ester Lombardi and Maryellen Weimer. The idea of preserving information in your own words helps to retain and understand. This tool allows the student to make changes to the article that you have submitted by deleting or rewording for conciseness while keeping the original in front of you. The changes can be vertical to your left as you work or horizontal below the original as you work. This gets:
References:
Lombardi, Esther, The Care for the Importance of Taking Notes, Thought Co., August 07, 2017.https://www.thoughtco.com/why-take-notes-in-literature-class-735173 Weimer, Maryellen, PhD. Helping Students Discover the Value of a Good Set of Notes, January 30, 2013. https://www.facultyfocus.com/articles/teaching-professor-blog/helping-students-discover-the-value-of-a-good-set-of-notes/ http:www.wikihow.com/Take-Cornell-Notes microsoftword.com https://www.biography.com/people/herman-melville-9405239?-escaped... |
Module #4-Strategy #5- Nonlinguistic Representations
Robert Marzano stated that studies done from one hundred and twenty nine areas that used nonlinguistic strategies versus those who did not, showed a seventeen percentile point gain in those using the nonlinguistic approach. (Haystead & Marsana, 2001). Teachers know that a picture is worth a thousand words. Marzano identifies five points to remember but I am listing the two that have specific meaning to the tools that I have chosen. Point 1- non-linguistics must identify important information, point 2-students should be able to explain their non-linguistic strategies. (Marzano, 2010). The first tool that I chose was Go! Animate. This tool allowed me to tell what God created on the first six days and what God did on the seventh day. It was comparable to watching a short video and at the same time reading a book. The content shows important information which is a critical point and the students can easily explain it, which is point two. This proved to be a very interesting tool that not only allows the viewer to read a Scripture passage, as was in my case, but also, to see the pictures drawn while they are reading. Those pictures come alive with action. This helps the viewer to get a clear idea of what is being taught. It is captivating. The author of the animation can choose from several backgrounds, characters, text lines, voice, and/or music. The tool is free. I had fun using the tool and with more time, the user could get very creative. The final product can be embedded or sent as an e-mail so it is practical. I give this product:
My second tool was Our Timelines. This is a very neat tool. The user can put in any birth date and date of death from any person that they would like to investigate. This can be very crucial information if you are studying the history of events during someone’s lifetime. This aligns with point one. The student can easily identify what the timeline is showing. This aligns with point two. (Marzano, 2010). It is very organized and clearly graphed. This tool not only gives historical events but if the user would like different categories such as, disasters or diseases during that time period, it will also put those in a timeline that corresponds with the dates and topic that the user has entered. I really like this tool because I believe that it helps the students get a better understanding of how close events in time really are to them, and it can help them gain a better perspective of how our culture and historical events were influenced by specific events of the day. It may help the students to understand and have a better appreciation for the person that they are investigating. The tool was extremely easy to use and I intend to use it over and over. Both tools give clearly nonlinguistic strategies that give visual learners a certain benefit. The actual timeline was several pages long and I did the birth date and death date of my great grandfather. I give this tool:
References:
Marzano, Robert J. Representing Knowledge Nonlinguistically. Educational Leadership. May 2010, Vol. 67 Issue 8, p84-86. 3p. Reading Level (Lexile): 1220., Database: MasterFILEPremier
*Haystead, M. W., & Marzano, R. J. (2009). Meta-analytic synthesis of studies conducted at Marzana Research Laboratory on instructional strategies. Englewood, CO: Marzano Research Laboratory.
Go!Animate, http://goanimate.com/
Our Timelines, www.ourtimelines.com/create_tl_2c.htmlv
Module #3 Strategy# 4-Cues, Questions, &
Advance Organizers
Advance organizers allow the students to relate concepts in the material that is being taught. (Martorella, 1991; White &Tisher, 1986). (Pitler, Hubbell, & Kuhn, 2012). For my second tool, I used the site: Google Video. I chose to incorporate a short video from You Tube that I got from the Google Video site. This video was a quick summary of The Scarlet Letter. I chose this particular video to accompany the tool in strategy 1. I believe this would be a useful tool to help the students as they read their work while looking for specific answers to questions that they may have as they do their reading and it will allow them to come up with some of their own questions, especially since there were inferences made which may or may not be interpreted the same as others who read the novel. Erin Long-Crowell states: "An advance organizer is a tool to introduce a lesson topic and illustrate the relationship between what the students are about to learn and the information they have already learned. They are used during expository instruction, which is the use of an expert to present information in a way that makes it easy for students to make connections from one concept to the next." (Crowell, 2017). I think this tool definitely gives a way to incorporate extra visual learning and makes opportunities to connect past learning to present learning. This site is worth a rating of:
References: Pitler, Howard, Hubbell, Elizabeth, & Kuhn, Matt, Using Technology with Classroom Instruction that Works, 2012.
Google Video. http://video.google.com
Long-Crowell, Erin, Psychology 102: Educational Psychology, Lesson 6, Chapter 8, 2017.
http://study.com/academy/lesson/advanced-organizers-in-the-classroom-teaching-strategies-advantage
Cues are hints as to what the lesson will be about. (Marzano, Pickering, & Pollock, 2001).Questions are to give information concerning what the students know about the lesson and what they do not know. Advance organizers are organized frameworks that allow the students to connect all of the material together.(Lefrancois, 1997; Woolfolk, 2004). (Pitler, Hubbell, & Kuhn, 2012).
Because it is important for the students to have organized thoughts as they begin a lesson, and because it is important for the students to ask questions that will show what they do and what they do not know, I have chosen to use the site from Bloom's Taxonomy Blooms Digitally. This site provided the information about Bloom's Revised Taxonomy and key words that made it a usable and an understandable tool for student work. A teacher can show the following graph to the students and the following rubric before starting a project. The third diagram is from Learning 4Life Implementation Resources. This resource allows the teacher to type in words from Blooms Revised Taxonomy to set up a work assignment. A large choice of select words makes it very helpful for the teacher to set up a goal for exactly the project that suits the need. The student can then use the first two diagrams to help them incorporate their goals into the rubric that they design to allow them to work together to complete their work.
Because it is important for the students to have organized thoughts as they begin a lesson, and because it is important for the students to ask questions that will show what they do and what they do not know, I have chosen to use the site from Bloom's Taxonomy Blooms Digitally. This site provided the information about Bloom's Revised Taxonomy and key words that made it a usable and an understandable tool for student work. A teacher can show the following graph to the students and the following rubric before starting a project. The third diagram is from Learning 4Life Implementation Resources. This resource allows the teacher to type in words from Blooms Revised Taxonomy to set up a work assignment. A large choice of select words makes it very helpful for the teacher to set up a goal for exactly the project that suits the need. The student can then use the first two diagrams to help them incorporate their goals into the rubric that they design to allow them to work together to complete their work.
References: Pitler, H., Hubbell, E., Kuhn, M., Using Technology with Classroom Instruction that Works, 2012.
Churches, A., Educational Origami, Bloom's and ICT Tools, 2007.
Anderson, L.W., and Krathwohl, D., (Eds.) A Taxonomy of Learning, Teaching and Assessing: Revsion of Bloom's Taxonomy of Educational Objectives, 2001, Longman, New York.
Learning 4Life Implementation Resources Bloom's Rubric lbce.edu/OAS/documents/BloomDigital.pdf
LOTS-MASL-Maine Association of School Libraries maslibraries.org/Resources/Documents/Bloom Digital.pdf
Churches, A., Educational Origami, Bloom's and ICT Tools, 2007.
Anderson, L.W., and Krathwohl, D., (Eds.) A Taxonomy of Learning, Teaching and Assessing: Revsion of Bloom's Taxonomy of Educational Objectives, 2001, Longman, New York.
Learning 4Life Implementation Resources Bloom's Rubric lbce.edu/OAS/documents/BloomDigital.pdf
LOTS-MASL-Maine Association of School Libraries maslibraries.org/Resources/Documents/Bloom Digital.pdf
Module#2-Strategy #3-Cooperative Learning
Module #2 -Strategy #2-Reinforcing Effort & Providing Recognition |
For providing recognition, I chose to use the site: Mr. Riggs Art Showcase. This site led me into another site called Certificate Creator. Once I accessed this, I could easily click on the type of certificate that I was looking for. It had several choices and I could type in my own information. It was a free service which is very helpful. Herbert Walberg and Joseph Bast state that a small amount of students will be enthusiastic learners on their own but for the most part, students need some sort of recognition, and encouragement as in verbal or written feedback. Some forms can be in rewards. The key is to be in between and not at either extremes: "overly romantic views of human nature" or "overly cynical or hedonistic views of human nature." (Bast, J. & Walberg, H., 2014). I give this service:
References: Bast, Joseph L., Walberg, Herbert J., "To Reward or Not to Reward: Motivating Students to Learn", American Thinker, July 26, 2014.
Effort is the importance of putting movement into a plan to achieve a goal. Pitler, Hubbell, & Kuhn state that people attribute success to different sources and effort is the most useful.(2012) Children who are always praised whether they do something very well or very poorly do not adjust well. They cannot be corrected and therefore they cannot take the help that they are offered. "Many attribute their success or failure to external factors.....One easy way to help students make the connection between effort and achievement is by using a spreadsheet." (Pitler, Hubbell, & Kuhn, 2012, p. 58).
I used a spreadsheet for students to keep track of their own level of effort in a music class. I used the tool from google docs. I imported this into an excel and then used snippet. I had to do too much to get it where I wanted it to be. Because I have Microsoft, it seems easier to use that program. The purpose of the spreadsheet is so that the students can see what the teacher is looking for and they can track their own effort in the class. This would prove to be useful because according to Pitler, Hubbell, & Kuhn, research shows that students can rid themselves of preconceived notions and make connections between effort and achievement. (2012, p. 58). Professor Y.K. Ip says that students need to know how well they are doing because it will motivate them to continue to learn. (Ip, Y.K., 2005). Google docs is probably a fine tool, but I find Word Excel to fit my needs. It is probably because I am used to using Excel but I rate this with:
References: Pitler, H., Hubbell, E., Kuhn, M., 2012
Ip, Y. K., Associate Director of the Department of Biological Sciences. "The Importance of Giving Feedback to Students," Vol. 4, Dec. 2005. https://www.google.com/sheets/about/ |
Module #1-Strategy # 1-Setting objectives & Providing FeedbackI chose Rubistar to do a rubric for the purpose objectives. I chose a project where students
could make their own math game using basic addition, subtraction, multiplication, and division. This is for elementary grades. By having the students make the game, they interact with each other, evoking group effort. Their own board uses creativity. Once the game is complete, they have a tool for practice of basic math facts which makes enforcing the memorization of a fun task. Rubistar gives suggested column headings from others who have used the same idea. This is very time saving. If the teacher wants to change or add strategies, he can do that as well. The rubric can be printed for the students so that they can keep track of their own goals. This makes an ideal objective which Abbott explains by saying that objectives are short measurements or statements that show what a student should know by the end of a specific, predetermined time period with the hopes of attaining higher comprehensive learning standards. (Abbott, S., Hidden Curriculu m Aug., 26, 2014). Providing feedback is what teaching is all about. If a teacher gives a lesson and tests without first checking to see if the material has been understood and absorbed, the test results most likely will be poor. Misconceptions are high when multiple brains with multiple backgrounds are being taught. Pitler, Hubbell, & Kuhn mention: "Games and simulations, for example, allow teachers and students to get near-instantaneous feedback during the learning process, allowing for immediate redirection or correction of misconceptions." (2012, p. 39). Brookhart mentions: "Feedback is effective if it 'feeds forward.' " (Moss & Brookhart, 2009). For this tool, I have chosen Flashcards Deluxe. This is a very effective tool because the students can give an answer to the flash card and see the answer right away to check their accuracy. It makes for good practice. It will help the students be quick. I can put in anything that I want students to learn, for example, I could put in math facts or new language words, or Bible verses with references. This tool is super and I give it five stars. Providing feedback is what teaching is all about. If a teacher gives a lesson and tests without first checking to see if the material has been understood and absorbed, the test results most likely will be poor. Misconceptions are high when multiple brains with multiple backgrounds are being taught. Pitler, Hubbell, & Kuhn mention: "Games and simulations, for example, allow teachers and students to get near-instantaneous feedback during the learning process, allowing for immediate redirection or correction of misconceptions." (2012, p. 39). Brookhart mentions: "Feedback is effective if it 'feeds forward.' " (Moss & Brookhart, 2009). For this tool, I have chosen Flashcards Deluxe. This is a very effective tool because the students can give an answer to the flash card and see the answer right away to check their accuracy. It makes for good practice. It will help the students be quick. I can put in anything that I want students to learn, for example, I could put in math facts or new language words, or Bible verses with references. This tool is super and I give it five stars. v
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I give Rubistar:
Ease of set up - bank of suggestions for columns-and rows- final outcome
Ease of set up - bank of suggestions for columns-and rows- final outcome
http://rubistar.4teachers.org/index.php?module=User&screen=Login
References: Pitler H., Hubbell E., Kuhn M., 2012.
Abbott, S., Hidden Curriculum (2014, Aug. 26), The Glossary of Education Reform, 5-15-14, Great Schools Partnership, In S. Abbott(Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum
Abbott, S., Hidden Curriculum (2014, Aug. 26), The Glossary of Education Reform, 5-15-14, Great Schools Partnership, In S. Abbott(Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum