1. FINAL REFLECTION ADERY
A. It has been said, “It’s what you know after you know it all that counts.” This
statement holds a truth to life, while at the same time reflects what I have learned over the
last seven weeks. I have studied various pedagogical ideologies and have gained a
wealth of knowledge from my teaching experience, therefore I have a strong
understanding of what it means to motivate and inspire while sculpting young minds.
However, even though I have this knowledge base, I constantly learn more about what I
already know. Each time, an opportunity is presented to strengthen my understanding
and improve my pedagogy. It is what I know after I [think] I know it all that really
counts. When one looks at content from varying perspectives, a new understanding takes
place.
Student motivation is a concept that many teachers, including myself, find
intriguing. What motivates one student does not always motivate the next. I have
learned that there are many outside factors that influence student motivation. As Jere
Brophy (1987) expressed, “motivation to learn is a competence acquired ‘through general
experience but stimulated most directly through modeling, communication of
expectations, and direct instruction or socialization by significant others (especially
teachers and parents)” (Lumsden, 1994). As an educator, it is my ultimate goal to inspire
and motivate students to reach their full potential. With this in mind, achievable
classroom expectations are established for all students to thrive. As a role model, I take
the time to learn about each and every one of my students. The more I know more about
an individual, the better I can motivate. When one takes the time to learn about each
student, open communication, trust, and respect are further established. In turn, a
welcoming learning environment where each student feels important is recognized.
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“Classroom climate is important. If students experience the classroom as a caring,
supportive place where there is a sense of belonging and everyone is valued and
respected, they will tend to participate more fully in the process of learning” (Lumsden,
1994). Through my experience, I have learned that when students know you care about
them, their motivation to achieve and participate is increased. I help students to see the
potential they possess and I motivate them to reach their goals. I am constantly learning
motivational theories and understanding how to implement this driving force in
education, however, knowledge of what I have learned applied to what I already know
strengthens my pedagogy and understanding.
Preparing meaningful lessons, in which all students are successful, is crucial.
“..The idea of understanding is surely distinct from the idea of knowing something”
(Wiggins, G., & McTighe, J., 1998). It is not enough for students to learn facts. “Simply
knowing more facts does not necessarily mean greater understanding; students may learn
facts without having any idea what they mean or why they’re important” (Levstik, L. S.,
& Barton, K. C. (1997). Students learn a wealth of information, however if meaningful
connections are not made, understanding cannot be fostered. I have learned that
meaningful lessons promote transfer of understanding. “The ability to transfer our
knowledge and skill effectively involves the capacity to take what we know and use it
creatively, flexibly, fluently, in different setting or problems, on our own” (Wiggins, G.,
& McTighe, J., 1998). When significant lessons are taught, students can easily
comprehend material and apply the knowledge learned; thus transfer. As an educator is it
my role to create meaningful examples that students can connect. Ultimately, when
students can connect to the material being taught, meaning is attached, and therefore
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greater understanding occurs. Deeper connections can also be made to material through
activities and discussions. Through social interactions, student knowledge is also
improved. “...In a setting where serious activity and/or discussion is possible, that
knowledge is enriched and elaborated by social interactions with people who have also
experienced their own process of getting what’s inside out. Thus learners construct their
sense of the world by applying their old understandings to new experiences and ideas”
(Wiggins, G., & McTighe, J., 1998). Promoting a collaborative learning environment,
where social interaction constructs a reexamination of material presented, allows students
to make connections and create meaning. An in depth understanding of fact based content
builds on prior knowledge, while connections are made in an innovative manner. I have
come to more fully understand that creating a meaningful classroom, where students
make connections to their prior knowledge and life experiences, promotes more than
learning. It builds understanding.
A teacher who understands the theory behind how students learn can more
consistently develop effective plans” (Levstik, L. S., & Barton, K. C. (1997). As a
lifelong learner, I am continuously perceptive as to how students learn and ways in which
to help them grow as individuals. Each student has varying capacities to learn.
Therefore, in order to educate young minds, it is important that I over learn material to be
taught. To impart knowledge in a powerful way, it is necessary to “..Practice the basics
until they become second nature” (Langer, E. (1997). When over learning occurs, I am
able to see multiple perspectives and impart material in a diverse meaningful fashion
allowing students to further understand content. Understanding various learning theories
is applicable to learning my content better in order to achieve differentiated instruction.
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Over learning, in part, is acting as a reflective practitioner, where experience and time
will help me evolve as an educator. Through teaching the same content day after day and
year after year, I learn from my students just as they learn from me. Student experiences
and stories give me the opportunities to over learn material, attaching new meaning, as
their knowledge is then added to my understanding. More significance is attached to my
knowledge base and a deeper understanding is gained. Application of learning theories,
coupled with purposeful learning, will encourage differentiated instruction.
Through these courses I have extended my understanding, learning how to
implement differentiated instruction using technology. Teaching …”Emerges from
thinking deeply about the nature of discipline in conjunction with strategies for helping
students learn that discipline over time… Teaching requires the transformation of content
in ways that make it intellectually accessible to students” (Mishra, P., & Koehler, M. J.
(2009, May). Thus, using technology to transform content knowledge, allows students to
gain a better deeper understanding of material. Using Web 2.0 technologies in my
domain speaks to the digital natives, allowing the 21st century students to make
connections, collaborate, and learn in a compelling way. Utilizing technology motivates
students to learn as well as deepens their insight. Providing the opportunity to learn with
technology inspires students to actively participate. There are many ways in which I
aspire to use technology in my classroom. Through implementation of technologies I
have previously incorporated into my pedagogy, I have already observed students more
eager to learn material and reflect upon their experiences. When students are asked to
“blog” instead of write a paper they are engaged void of off task behavior. The
connotation attached to writing a paper is often one of negative feelings, however the
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connotation attached to blogging elicits an enthusiastic learner. “Teachers need to
develop a willingness to play with technologies and an openness to building new
experiences for students so that fun, cool tools can be educational” (Mishra, P., &
Koehler, M. J. (2009, May). I have learned a great deal about various Web 2.0
technologies I would like to incorporate in my pedagogy. However, at this time, I need to
develop a greater understanding in order to present these technologies in a meaningful
manner. It is not enough to know about them. Time, practice, and experimenting with
educational technologies will help me to comprehend various programs, giving me a
deeper understanding. Consequentially, these tools will be used in a manner to promote
active engagement.
Understanding Student motivation, preparing meaningful lessons, and over
learning content to the point of mastery, in order to establish differentiate instruction, are
all concepts that I have been taught though my studies and learned as a result of
experience. However, as I gain more knowledge of each of the aforementioned
ideologies, a greater understanding is attached. As a lifelong learner, I am constantly
learning ways in which to impart knowledge in meaningful and innovative ways. As I
revisit theories on student motivation, how to create meaningful lessons, as well as
implementation of differentiated instruction (and what it looks like), I recognize that I
have a vast knowledge base. However, when concepts are re-examined, I acquire a
firmer grasp of understanding this material and therefore execute lessons in a more
powerful manner. Each time I return to concepts that I already know, I analyze them
further. A quality educator reflects on her practice, searching for new ways in which to
become a better teacher, in order to construct a learning environment where students
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understand material and can apply learned concepts to their daily life. In learning to
educate and sculpt young minds, I am on a journey to understand ideologies that will
enable me to inspire youth in a powerful manner.
B. This experience, learning more about technology and various educational
theories, has inspired me to rethink my pedagogy, analyzing resources and professional
development that will improve implementation of my instruction. In order for my
teaching instruction to mature, there are essential areas to focus. Thinking forward I find
that I need to re-evaluate in order to improve my pedagogy, as it pertains to authentic
assessments, student motivation and using differentiated instruction. This process of
reflection and “rethinking” will also include technology not merely as a means to an end,
but help uncover content such that learners are engaged through technology enhanced
lessons and instruction.
I will implement authentic assessments using various technologies, providing
students with an alternative means of measuring retention of material. Allowing students
to be creative, using Web 2.0 technologies, offers an opportunity for students to express
their knowledge in inventive ways. Authentic assessments not only express knowledge,
but an understanding of content. This transfer of knowledge, application of learned
material, provides a more in depth understanding. “Developing the ability to transfer
one’s learning is key to a good education” (Wiggins, G., & McTighe, J., 1998). Providing
students with an opportunity to transfer learned material, allowing deeper understanding
using technology, presents me with more insight with respect to student comprehension.
Furthermore, implementing an alternative means of evaluation, students will be actively
engaged in reflecting upon various units of study. There are a variety of authentic
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assessments that will improve student understanding.
In order to apply authentic assessments effectively in my pedagogy, I will need to
research web resources, books, and journals. Professional development and Michigan
State University educational technology courses will give me greater awareness as I re-
think alternative assessments using technology. Alternative assessments I would like to
integrate into my teaching include blogging, wiki creations, as well as video editing
software such as iMovie.
Blogs are beneficial tools to be used in the classroom, if used properly. As a
teacher, incorporating technology into the classroom in a blog format would not only
motivate students to become more engaged in material it will enhance their technological
skills and deepen understanding of learned material. Weblogs, or blogs, are Web pages
often likened to online personal journals. They are noted for being the "unedited,
published voice of the people" (Winer 2003). Ferdig, R., & Trammell, K. (2004)
Content Delivery in the 'Blogosphere". T.H.E Journal.. Using blogs in my health
education classroom can utilize Web 2.0 technologies as well as hold students
accountable for participation and learning. This alternative means of assessment poses an
opportunity to utilize the computer labs at school in order to engage and enhance student
learning. It has been said “…teachers whose students blog within the context of lessons
report improved writing and dramatically improved attitudes toward learning, classrooms
and schools” (Blog Rules). Integrating blogging in my Health Education classroom will
help students comprehend health material to the point of understanding. This innovative,
alternative assessment will allow students to transfer their learned knowledge and serve
as a means for me to evaluate student cognitive intellectual capacity.
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Including Wikis as an alternative means of assessment will allow students to work
collaboratively, generating a group effort in order to truly understand health content.
Students will create a Wiki as a final project for varying units of study. Each group will
be given a different topic as it pertains to the chosen unit. Therefore, student
understanding is deepened and students can collaborate. In implementation of Wikis into
my pedagogy, I will show students how to build Wiki web pages using pbworks.com,
Google Sites as well as Wikispaces. When students are given the opportunity to work
together, multiple perspectives are taken into account, and a greater comprehension of
material is attained.
Incorporating iMovie as a means of assessing student learning will allow students
to tap into their right brain; creativity. Students will be able to produce movies, and edit
them, as they apply their understanding of health related content. One way in which
iMovie will be used as a valid means of measuring student comprehension, is through
generating commercials. Students will be able to utilize programs such as Jing to aid in
the editing process. Each iMovie will signify understanding of health concepts, as
students will have to apply content learned in order to craft a meaningful commercial.
In an effort to motivate students, one needs to utilize differentiated instruction
coupled with alternative assessments. As I re-evaluate my teaching philosophy as it
pertains to the previously mentioned ideologies, I will strive to employ teaching methods
that allow all students to thrive. Differentiated instruction means reaching all learners.
“The intent of differentiating instruction is to maximize each student’s growth and
individual success…” (www.cast.org). When technology is applied to learning, student
motivation is increased and active participation is transpired. Through differentiated
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instruction, using technology, critical thinking skills are elicited. As critical thinking
skills are used, a greater understanding of content occurs. Transformation of known facts
emerges into deeper realizations. Students are motivated when educators find new and
innovative ways in which to present material. As I understand the true meaning of
teaching, I will incorporate technology through differentiated instruction, assessments, as
well as a motivational technique to help students know what they think they know.
Employing technology through teaching will broaden student learning and increase
achievement.
REFERENCES:
Ferdig, R., & Trammell, K. (2004) Content Delivery in the 'Blogosphere". T.H.E Journal.
Lumsden, L. (1994). Student motivation to learn. Eugene, OR: ERIC Clearinghouse
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on Educational Management.
Langer, E. (1997). When practice makes imperfect. In The Power of Mindful
Learning. (pp.9-31). New York : Addison-Wesley.
Levstik, L. S., & Barton, K. C. (1997). The theory behind disciplined inquiry. In Doing
History: Investigating with children in elementary and middle schools (pp. 9-16).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Mishra, P., & Koehler, M. J. (2009, May). Too Cool for School? No Way! Learning &
Leading with Technology, (36)7. 14-18.
Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria , VA :
Association for Supervision and Curriculum Development. Chapter 2: Understanding
understanding
http://www.cast.org/publications/ncac/ncac_diffinstruc.html
http://www.edtechmag.com/k12/issues/november-december-2006/blog-rules.html
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