Real Classroom Experiences
Dissecting Technology Integration
Name: Justine Huff
Video Title or Teacher Observed: Space Age Thinkers
Date of Observation: 10.27.08
Grade and Subject: 5th grade, and others. Science, Math, Social Studies
The process outlined on the following pages will help you analyze your observation experience through the following frameworks:
v Learning Pyramid
v Bloom’s Taxonomy
v NcREL Range of Use
v Learning for Understanding
OBSERVATION: Conduct an observation of a real classroom experience where technology is in the hands of the students, and a project-based approach is being used. This can be a live observation at your internship site, or a virtual observation through one of the videos listed in Current Event > Week 8. Attach your observation notes to this document (hand-written is fine, but they need to be comprehensive).
BACKGROUND INFORMATION: If you are conducting a live observation, schedule some time to learn about what the students have accomplished prior to your observation, and what they will likely accomplish afterward; if you are doing a virtual observation, read the text surrounding the video to gain this information. Attach your observation notes to this document (hand-written is fine, but they need to be comprehensive).
TOPIC: What was the Essential Question? How can students help to solve problems that might occur in space?
SUMMARY: Describe as best you can how students completed the following tasks during the unit. Some of this may not have occurred during the limited time that you observed.
Gained Knowledge about the Essential Question:
Instances where problems in space arose
Organized incoming information, in preparation for sharing knowledge:
To Analyze Average Retention Rate
Describe the student process(es) at any of the levels you noticed by filling in the table below.
How design works
Design, essay, research
Practice by Doing
Teacher Others/Immediate Use
Teaching other about usage
To Analyze Higher Level of Thinking
In what way(s) did students go about investigating, organizing, and reporting about the Essential Question? Highlight any verbs that apply.
What do you notice about your markings on the Bloom’s chart?
Mostly the kids were using higher-level thinking, as they were creating new designs to show others and NASA. However they were also using lower levels because they were learning and researching about instances where a device in space could have saved time and money and maybe even lives.
NcREL RANGE OF USE
To Analyze Complexity, Authenticity, and Instructional Approach
to Technology Integration
Technology Tools Used:
Internet was used to…..gain knowledge and research. It was used to communicate with other students around the world.
Video broadcasting was used to…..display different devices to the entire world. And for the kids to keep up with new things from NASA.
_________ was used to…..
Mark this project according to the three variables of the NcREL model:
Didactic Coaching In Between these two Constructivist
Artificial Real-World Context
Basic Skills Both skill levels Higher Order Thinking
Using Technology to Support Teaching for Understanding
In the article you read last week, Constructing Learning: Using Technology to Support Teaching for Understanding (Sherman & Kurshan), the author identified eight techniques teachers use to create genuine interest in students and to fully engage them in deeper learning processes.
Analyze your observation in terms of those eight techniques.
Technique: Learner Centered
Summary: Focused on knowledge, culture, experiences, and strategies that children bring into the classroom.
Examples: Everyone knows that children are interested in space, so knowing this, teachers can decide to embark on projects having to do with Space Day.
Summary: Integrating prior knowledge and new information into understanding.
Examples: Using Space Day will help children with Math, Science, Writing, and Social Studies. They may know some about these topics already but they increase their knowledge exponentially with this project.
Technique: Real Life
Summary: Incorporating students’ communities as a context for learning.
Examples: Space Day is real; it is not made up and is something that every child can strive to do.
Summary: Interacting with other to explain ideas and understand the ideas of others.
Examples: The teachers enroll the students in Epals, which is an online way of communicating with students around the world. The students also talk amongst themselves and peers for understanding and collaboration.
Summary: Writing, discussing, and searching for information
Examples: The students are actively drawing sketches, discussing ideas, and writing about their designs. They also had to search for new or better information in order to make their design the best it could be,
Summary: Time is needed for a broad and deep understanding about each topic
Examples: The students were given plenty of time to work on their designs and develop knowledge about space.
Summary: Necessary for children to reflect on their new or existing knowledge.
Examples: The children were given feedback from the teacher and from NASA; however, they were also given feedback from their peers and from students around the world.
Summary: Instructional support provides assistance when it is most needed.
Examples: Students, teachers, and NASA all provided support for each person.
Compose your responses. (No hand-written work please).
Additionally, paste the completed reflection (including the questions) into your reflection blog.
What did the students learn in terms of the Essential Question?
What skills did they need in order to accomplish the task?
This was a great topic and one that I may use in the classroom. The students learned how they might be of assistance in space. They used problem solving skills and group collaboration to help accomplish the task.
What do you think were the students’ perceptions thought about this process?
What clues did you have?
The students must have loved this project because each student got involved and tried as hard as they could. They collaborated with other students in class and around the world.
What defines “effective teaching” for you?
Based on your definition, was the teacher’s instruction effective?
Effective teaching is being able to teach each student and having him or her learn something important in his or her own way. But more than that, it is to make sure that each student has fun. This teacher was very creative with this lesson and I think was very effective.
What was the teacher’s primary role during the activity you observed?
How did the teacher’s role support student learning of the essential question?
How did the teacher support student learning of new technology tools?
What scaffolds were in place?
This teacher mostly served as a resource. She didn’t teach as much as she usually does, she just observed and informally assessed the students. The teacher was helping the students when they needed help but mostly she let them go off on their own.
Because you had a ‘bird’s eye view’ of the situation, you may have noticed some things you would do differently were you to have been the teacher in this situation. If you have ideas, record them here.
I didn’t get to see too much of the lesson, but I would make sure to choose groups for the students, This way they interact with someone that they normally wouldn’t.
How were you inspired through this observation process?
I found that this was a great lesson. And it also solidified the fact that teachers don’t have to lecture 100% of the time, ad they shouldn’t. Students as young as 4-6th grade are capable of working on their own with little instruction.
Do you have any new professional goals or aspirations? What are they?
I want to be an effective teacher and make sure that my students get involved and have a good time like the students did in this lesson.