EDLD 5326 Action Research Project Update

My action research project, The Flipped Classroom: Turning the Page on Traditional Learning, has been a wonderful learning experience. After some trouble getting started because of a job relocation, I settled on this topic. My administration has been amazing to work on during this program and the teachers have really embraced this change in their instruction. We are in the final stages of the project. All classrooms pre-AP Algebra I classes have been actively participating in the flipped model since January (the beginning of the 2^nd semester). At first, we had difficulty with uploading the instructional videos to our campus website. After some discussion without IT staff and schoolwires, our web hosting service, we were able to find a fix and upload the videos without causing any delay or disruption for the students.

     The main elements that are remaining are the 2^nd collection of data, recommendations and conclusions, and producing the finished product. I know there is a lot of work to be done in a limited amount of time, but I am hoping that I can work on wrapping it up during this week break between courses. The student surveys are already made and some interviews have already been recorded. I also want to include teacher surveys, but those have not been developed yet. I want to include more information of different student learning styles and how that has come into play during this change. All surveys will be completed by the end of April. I also need to find a few more accredited sources for some missing key points that I want to cover. This includes discipline and student comprehension.

Parental Involvement Project

EDLD 5326 Parental Involvement Project

EDLD 5364 Week 5

 

“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

In my opinion, one of the most important roles as a teacher is to provide students with a sense of responsibility. Students need to be responsible for their own learning and understand that with this responsibility comes keeping track of effort and achievement. Technology is making it even easier to provide these services to students. Using tools such as Excel, data collection technology such as Survey Monkey, and online rubrics, students begin to see the correlation between effort and achievement. In turn, these programs provide students with the feedback necessary to create goals and set objectives for future learning. They practice self-reflection and recognize the importance of self-efficacy. The most significant thing to remember is that providing students with tangible rewards may not have the impact that occurs when we truly instill a sense of intrinsic motivation guaranteed to foster determination and satisfaction.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-continent Research for Education and Learning.

 

Hatchet Trailer

Hatchet Trailer

EDLD 5364 Week Four

Providing students with opportunities for cooperative learning can really enhance their experience in the classroom. They are able to understand their unique learning needs and similar or diverse needs of their peers. Not only is it an academic practice, but provides social experiences at the same time.  Displaying concern for every student’s learning and building a community of support within the classroom walls can do so much for their overall learning and even instill pride in their work and the successes of others. Students learn to trust one another and develop interdependence and an understanding that everyone has a stake in achieving these short or long term goals.  Recommendations for cooperative learning experiences in the classroom include using a variety of criteria to group students, use informal, formal, and base groups, keep groups to a manageable size, and combine cooperative learning with other classroom structures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The lessons should also include motivational context, learner activities, appropriate rules for interaction with others, and a well-structured knowledge base (Millis, 2006).

Millis, B. (2006, April). Using new technologies to support cooperative learning, collaborative services, and unique resources. Retrieved from http://www.tltgroup.org/resources/rmillis3.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-continent Research for Education and Learning.

 

UDL Lesson Plan- Language Arts

Setting clear goals and designing plans to achieve those goals is important to every classroom and each student’s success. Creating and customizing lesson plans using the Universal Design for Learning, or UDL, builder is a great way to include every learner and every learning style.

It is important to realize that a UDL lesson plan is not meant for use as an everyday lesson plan because it addresses the activities, assessments, and accommodations you will need in order to meet specific objectives. A UDL lesson plan may take 4-5 days to complete depending on the complexity of the activities. The plan includes areas such as unit and lesson goals, guided and independent practice, formative and summative assessment, as well as materials used and accommodations needed. The anticipatory set allows the opportunity for students to make connections between prior knowledge and new information. UDL lesson planning is a wonderful way to provide teachers with the framework to meet every student’s diverse learning needs.

You can find my UDL plan on my wiki by following this link:
Creating Short Stories and Video Trailers

UDL Cast Book Builder

During EDLD 5364 this week, I had the opportunity to try out a website called Cast UDL Book Builder. This website allows users to sign up for an account and create simple e-books. Not only can you build and publish these books, the program also allows you to share your finished product with others via email. The builder itself was fairly easy to use. You could simply add images, modify text, and upload sound into your book. However, I thought it would be easier to click directly into the text box to add text instead of having to click an extra link out to the side of the box. This was the only miniscule problem I had while using the program.  Using these e-books is a great way to entice readers and aide students with special needs. The website also provides a list of UDL guidelines that any user can refer to as they create books that will fit every learner and every learning style.

Check out my book!
Literary Elements in Hatchet by Gary Paulsen

EDLD 5364 Week Three

Multiple studies of the effects of immediate feedback have been conducted by everyone from E.L. Thorndike in 1911, Sidney Pressey in the early 1920’s, and Skinner’s “teaching machine” approach in the 1960’s; but despite the efforts of these men, their studies proved inconsistent. According to Skinner, reinforcement can be considered to be a type of feedback that informs the learner about the adequacy of their responses and also increased the probability that the behavior will occur in the future (Samuels & Wu, 2006).

In my opinion, providing students with immediate feedback on their work is crucial to their success in and out of the classroom. Immediate feedback goes hand-in-hand with providing students with the opportunity to take an active role in their own learning. Three recommendations for general classroom practices for providing feedback are to use criterion-referenced feedback, focus on specific types of knowledge, and use student-led feedback (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The use of technology in the classroom has made giving feedback even more accessible. Incorporating polls, student response systems such as SMART Response, grading software, and electronic rubrics can not only provide timely disaggregated data to the teacher, but can be a great motivator for students.

 

 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-continent Research for Education and Learning.

Samuels, S., & Wu, Y. (2006). Effects of immediate feedback. Informally published manuscript, Department of Educational Psychology, University of Minnesota, Retrieved from http://www.epsteineducation.com/home/articles/file/research/immediate_feedback.pdf

EDLD 5364 Week Two

Beginning with the end in mind is a concept that is definitely not foreign to me. I have always operated in a backward sort of way and it seemed to work for me and for my students. Only recently have I discovered that it is actually a system, an idea that author Stephen R. Covey has turned into a profiting business venture.   “Begin with the End in Mind means to begin each day, task, or project with a clear vision of your desired direction and destination, and then continue by flexing your proactive muscles to make things happen” (Covey, 2004). Planning is a never-ending task that we do as teachers. It seems that so much time goes in to each lesson and then in a blink of an eye (or the duration of one period), it is over. Sometimes it reminds me of anticipating the arrival of Christmas morning. All of that work, and then it’s over in an instant. However, it’s the planning that makes it go off without a hitch.

Establishing a direction for learning is perhaps the most important decision within the planning process. This should also include a way for students to become responsible for their own learning and instill some sort of way to realize short and long term goals. This helps motivate students and creates a sense of accomplishment when those goals are reached. Technology can also play a role in setting these goals. “Technology enhances the goal-setting process by providing organizational and communication tools that make it easier to clarify the learning objectives” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Teachers can use word processing applications, brainstorming software such as Kidspiration, data collection tools such as Poll Everywhere, and other web resources. Providing students with these tools that encourage responsible learning and self-reflection extend far beyond the classroom walls.  

 

Covey, S. (2004). The 7 habits of highly effective people. New York, NY: Free Press. Retrieved from https://www.stephencovey.com/7habits/7habits.php

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: Mid-continent Research for Education and Learning.

EDLD 5364 Week One

 

“Rather than debating issues of divides and gaps with regard to access and training in new technologies, the new paradigm would allow education to focus on preparing a generation to adapt to the unavoidable rapidity of changes they will face” (McPheeters, 2009).

 

It is a constant struggle in my position to introduce teachers to something new. Students are always willing to jump right in and learn anything technology related, but I have many reluctant teachers. This is where I notice this gap widening. Preparing students for this ever-changing world consists of more than providing them with technology; it comes from being a role model for embracing these changes rather than shying away from anything new. In this sense, attitude is everything. We need to teach our students that change is not always a bad thing, and is something that no matter the circumstances, will be inevitable. I agree with this quote I came across concerning this very topic: “We ask our students to be good observers, consider the world carefully and to analyze the implications of what they see. As educators, it’s time we do the same” (Romano, 2011). Jump on the wagon, or get left in the dust.

 

McPheeters, D. (2009, March 08). Social networking technologies. Tech&learning, Retrieved from http://www.techlearning.com/article/social-networking-technologies-in-education-by-dallas-mcpheeters/45734

Romano, R. (2011, November 09). Teachers: Embrace technology or students will leave you behind. MashableTech, Retrieved from http://mashable.com/2011/11/09/education-social-tech/

 

EDLD 5366 Reflections

During EDLD 5366, our group developed a website that focused on providing teachers, parents and students with information regarding the inclusion of instructional technology into every classroom. While building this website, we learned to work together to create a visually appealing blueprint that included the key elements of design described by Robin Williams such as proximity, alignment, repetition, and contrast. This multi-page website included topics such as an overview of the site, a page for parents, how-to demonstrations, special education information, and even a section on digital ethics and citizenship. Not only did I learn how to build the website itself, I also realized the importance of providing this information to teachers and parents. It is important to be an advocate of technology education and not only preach its effectiveness, but demonstrate ways to include it in everyday learning with free resources so that every student is able to take advantage of these 21^st century skills.

To make sure that I was receiving the most benefit from this assignment, I exercised self-reflection strategies to review my own learning. I would often reflect on what my responsibilities were as a group member and also as a learner. Dr. Jackie Gerstein’s words resonated with me. She explained that “without reflection, learning becomes only an activity . . . which was never meant to have meaning, only occupy time” (Gerstein, 2011). This is especially important and exhibits the dedication I have to my own education and educating others through my position in my district. I often take the things I have learned in this program and share them with my colleagues. As a technology specialist, I am expected to train teachers on these new developments in instructional technology so that they may provide unique and beneficial learning opportunities to their own students. Part of my self-reflection practices includes planning for future trainings and deciding what teachers or students will benefit most from a particular assignment or program.

For this particular assignment, I plan to help the digital graphics teacher on our campus design a lesson plan to incorporate many of the activities that I completed. This is her first year to teach this course and just recently learned of its addition to her schedule. She was very overwhelmed to learn that she was teaching it and a high stress level quickly followed. After providing some insight from my experience in EDLD 5366, we came up with a great outline of activities for her syllabus. The final project will be designing a website that will include all of the students’ digital graphics projects as an e-portfolio to showcase all of their hard work throughout the year. I am looking forward to learning more about web design and sharing all of my experiences with my colleagues and their students.

To sum up this entire experience, I recently came across a blog post that explained that being a life-long learner “means accepting that what you don’t know far outweighs what you do know . . .” (Betcher, 2007). And my friends,  do we ever have a lot to learn!

Betcher, C. (2007, May 28). [Web log message]. Retrieved from http://betch.edublogs.org/2007/05/28/the-challenge-of-being-a-lifelong-learner/

Gerstein, J. (2011, August 16). [Web log message]. Retrieved from http://usergeneratededucation.wordpress.com/2011/08/16/where-is-reflection-in-the-learning-process/

Williams, R. (2008). The non-designer's design book. (3rd ed.). Berkeley, CA: Peachpit Press.

EDLD 5366 Simple Animation Using Stykz

Manuscript/Book Graphic Design Review

After Elizabeth Blackwell’s cousin/husband’s financial woes lead him to debtors’ prison, she took it upon herself to provide for her family and erase her husband’s debts by undertaking the arduous task of creating “A Curious Herbal”, published from 1737-1739. This resourceful woman who had some background knowledge of medicinal herbs and plants, created a go-to herbal with botanical illustrations which included new plant species form the Americas. Along with drawing, engraving, and coloring the illustrations herself, she also included a description of the plants, their common names, scientific names, and their medicinal properties. She would eventually catalog 500 species, free her husband from debtors’ prison (even though he was later executed for political conspiracy), and provided for her family in a time of desperation. She may not be the most recognizable Elizabeth Blackwell (the first woman to receive a medical degree in the U.S.), she proved to be a pioneer and gave new meaning to the endearment “devoted wife”.

Concerning the four basic principles of graphic design, described by Robin Williams (no, not that one) in “The Non-Designer’s Design Book”, “A Curious Herbal” by Elizabeth Blackwell encompasses many qualities that prove functional and aesthetically pleasing. Though her work doesn’t provide much contrast and there is a lot of blank space on every page, its simplicity is what made this collection so popular. It was easy to find and identify the plants because her illustrations were not crowded or overbearing. The text was aligned in the same way on every page, divided by crisp clear lines and equal amounts of space and “type”. The proximity of the information presented was adequate, but predictable. The consistency and repetition is what made this collection functional and popular for centuries. Her keys and descriptions were easy to identify and provided the reader with the information necessary to make a quick decision in what was often a life or death situation.

What we’ve learned from this passage:

1. Men never learn.

2. Never underestimate a woman.

3. "A Curious Herbal” would look much different if held to the standards of Mr. Williams.

EDLD 5363 Group Multimedia Project

EDLD 5363 Review of Web Conferences

I participated in one web conference on Saturday, June 30th and viewed the conference videos from June 4th and 16th. I appreciated the fact that we were allowed to view the conferences at a later date because I often find it difficult to fit the conferences into my schedule. I love to take online classes because of the flexibility and the ease of watching the conferences at a later date really helped me get the most out of this course. I did need clarification as to what we were supposed to submit when there wasn’t an assigned section on the document. It was reassuring to see that I was not the only one confused! Web conferences are great for getting to know your fellow students, asking questions to clarify confusing topics, checking to make sure you are staying on track, and sometimes they are even good for a laugh or two! One thing that I find very frustrating is that some students tend to repeat questions that have already been answered and it seems as if they are not paying attention to what is being discussed. It ends up taking way too much time to answer questions and often it feels as if we do not get much accomplished because of this inconvenience. I value input from my fellow students and realize the importance of attending or viewing web conferences. Until next time!

Podcast: Intro to Windows Movie Maker 2.6

Here is a short podcast introducing windows Movie Maker 2 . 6. Windows Movie Maker is a wonderful program used to create videos using photos, video clips and audio from your computer or camera. There are many great features including clip transitions, narration, video effects, title and credit pages, and audio editing. Enjoy!

Podcast Powered By Podbean

Windows Movie Maker Tutorial by Tanya Henslee is licensed under a Creative Commons Attribution-NoDerivs 3.0 Unported License.

Multimedia Project: Personal Story

I had so much fun making this video and the reaction from my family and friends was beyond amazing. I am honored to have been a part of this great community and have so many to call my family, friends and neighbors.

EDLD 5301 Reflections

During EDLD 5301, I have learned valuable information pertaining to the beginning steps to performing an action research project. This course has helped me recognize the difference between traditional research and action inquiry. I understand the importance of continuous evaluation and revision. I know this is going to be a long process, but it feels like a way to actually make a mark on the world.  To play a role in making a positive change in education is the reason why I became a teacher in the first place. Action research provides an avenue for reaching others and improving learning for all students. I enjoyed the interviews from week two, especially Dr. Kirk Lewis’s views on action research and how to make it relevant and practical. The strategies for sustaining improvement from week four interested me and I have already researched ways to include the Delphi method and the Nominal Group Technique into my data collection. The CARE model described in the Harris text provides a way to “examine improvement with a focus on sustainability” (Harris, Edmonson & Combs, 2010, p. 97). I plan to use all of these methods to improve the quality of my research. The discussion boards and blog entries in this course were very beneficial because it allowed us to communicate with each other and provide feedback on our topics and ideas. This provided some comfort that others were having the same concerns and obstacles. I feel confident that I will be able to aid my campus and district by providing answers to questions that have challenged administrators and hindered the growth of technology in the classroom. Even though I still have many questions, I am certain that I have enough insight to begin data collection. I believe that action research should be a component of lifelong learning and professional development. I look forward to working with administration, staff, and my site supervisor during the entire process. I know I will help others by completing this project and providing quality solutions and encouraging the utilization of effective strategies for professional development focused on the implementation of technology resources in the classroom.

Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye on Education.

Draft Action Research Plan

Action Research Plan
Goal: What are the most effective strategies for providing teachers/staff with the highest-quality training and professional development centered on the integration of technology into the classroom?
Action Steps(s):	Person(s) Responsible:	Timeline: Start/End	Needed Resources	Evaluation
Observe various trainings on both campus and district levels	Tanya Henslee	March 2012-February 2013	Observation Template	Record observations/self reflection
Survey and interview facilitators, trainees, and administrators on their experiences, difference of perceived and actual outcomes, and ideas for improvement.	Tanya Henslee	March 2012- February 2013	Facilitator, Trainee, and Administrator Surveys	Data analysis, report findings to Site Mentor
Compile a list of suggested effective strategies to improve current technology training.	Tanya Henslee Wendy Jones	March 2012-February 2013	Internet Research, Literature, Previous Surveys	Administrators/Site Mentor consensus based on evaluation of surveys, observations, interviews, etc.
Demonstrate effective strategies during professional development/staff trainings.	Tanya Henslee Wendy Jones	November 2012-March 2013	Presentations	Observation of trainee participation and understanding of topic.
Observe integration of technology (introduced in training) into the classroom before and after implementation of effective strategies.	Tanya Henslee	March 2012-April 2013	Classroom Observation Template	Teacher interview/classroom observation
Compare the utilization of technology with improved training strategies as opposed to previous strategies.	Tanya Henslee	March-April 2013	Continuous survey comparisons	Observations/Data analysis
Complete action research plan	Tanya Henslee	February-May 2013	Rubric, plan requirements	Completion of program