To view a presentation about Online Learning in the K-12 Schools, please watch my voicethread located at www.voicethread.com/share/1886403/.
Thank you!
Monday, March 28, 2011
Sunday, February 27, 2011
Integrating Technology for All Learners: Reflection
Introduction
There are two factors of teaching and learning that make a large impact on the success of differentiation; teacher awareness and student self-awareness. With these two factors in place, planning for and managing a differentiated classroom is easier.
Teacher Awareness
The concept of teacher awareness is two-fold. First, the teacher of a differentiated classroom needs to be aware of the standards that they are responsible for teaching and of the curriculum tools that are available. With this understanding, she can plan instruction based on specific standards by using several tools (choosing from a myriad of tools that can help all learners). Second, the teacher needs to be aware of her students. Learner interests, styles, strengths, and weaknesses should be discovered and used in the planning and management of differentiated lessons.
Social networking can be a helpful tool in finding resources for curriculum support and learner surveys. When a teacher reaches out to colleagues, she can increase her ability to efficiently locate resources that are tried-and-true.
Student Self-Awareness
As students become aware of their own interests, strengths, and weaknesses, they can begin to make choices about their own learning. After their teachers have presented several ways of gathering and presenting information, a student can develop a learning plan for themselves. Students will begin to know what they can do independently and what they need help with. They will also be able to make appropriate choices from the available learning tools. Ultimately, the students should be taught how to advocate for themselves so that they can have access to the tools and assistance they need.
Integrating Technology to Customize Instruction
Technology can play an integral role in melding teacher and student awareness with the standards of learning. Online surveys and inventories can help a teacher to gather and organize information about her students (Laureate, Inc., 2009). Several websites and software programs offer multiple ways to learn about a particular concept. Adaptive hardware and software applications can help to lessen the impact of a disability to heighten the student’s ability to achieve a specific standard (Bray, Brown, & Green, 2004). When these technology tools are presented and practiced in a mindful manner, a teacher can plan and manage her classroom to optimize the impacts of differentiation.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.
There are two factors of teaching and learning that make a large impact on the success of differentiation; teacher awareness and student self-awareness. With these two factors in place, planning for and managing a differentiated classroom is easier.
Teacher Awareness
The concept of teacher awareness is two-fold. First, the teacher of a differentiated classroom needs to be aware of the standards that they are responsible for teaching and of the curriculum tools that are available. With this understanding, she can plan instruction based on specific standards by using several tools (choosing from a myriad of tools that can help all learners). Second, the teacher needs to be aware of her students. Learner interests, styles, strengths, and weaknesses should be discovered and used in the planning and management of differentiated lessons.
Social networking can be a helpful tool in finding resources for curriculum support and learner surveys. When a teacher reaches out to colleagues, she can increase her ability to efficiently locate resources that are tried-and-true.
Student Self-Awareness
As students become aware of their own interests, strengths, and weaknesses, they can begin to make choices about their own learning. After their teachers have presented several ways of gathering and presenting information, a student can develop a learning plan for themselves. Students will begin to know what they can do independently and what they need help with. They will also be able to make appropriate choices from the available learning tools. Ultimately, the students should be taught how to advocate for themselves so that they can have access to the tools and assistance they need.
Integrating Technology to Customize Instruction
Technology can play an integral role in melding teacher and student awareness with the standards of learning. Online surveys and inventories can help a teacher to gather and organize information about her students (Laureate, Inc., 2009). Several websites and software programs offer multiple ways to learn about a particular concept. Adaptive hardware and software applications can help to lessen the impact of a disability to heighten the student’s ability to achieve a specific standard (Bray, Brown, & Green, 2004). When these technology tools are presented and practiced in a mindful manner, a teacher can plan and manage her classroom to optimize the impacts of differentiation.
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.
Friday, December 24, 2010
Integrating Technology Across the Content Areas: Reflection
Erin Schilling: Week 8 Blog Reflection
Step 1: Reflect on the GAME plan you developed and followed throughout the course.
There were two goals that I focused on during this course. The first was to “design and develop digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers). The second was to “engage in professional growth and leadership” (http://www.iste.org/standards/nets-for-teachers). From the onset of this course, I was excited about having the opportunity to make some changes in my current student projects. I was also looking forward to networking with colleagues in my district regarding educational technology. Throughout the course, I was able to focus mainly on my first goal and developed several lessons that I will use with my students in the upcoming weeks. My second goal is one that I will continue to work on as I pursue working relationships with my school’s library/media specialist, my district’s Informational Technology staff, and my fellow classroom teachers.
I feel that it was important to set these goals and to reflect on them often. The process of developing my “GAME plan” required me to focus on a couple of goals and then frequently evaluate my progress toward them. “The GAME plan requires you to think about and takes steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p.3). This course provided me a good opportunity to work independently and collaboratively on something of my choosing.
Step 2: Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.
I learned several things when I was working on my GAME plan. First, I learned that there are easy ways to incorporate technology into projects that I already have in place for my students. I was able to take at least six activities that I had already created and move them into digital projects. Therefore, I am now able to help my students reach content area standards as well as technology standards.
I have also learned that my second goal, engaging in professional development and leadership, is a process, not an end result. It will take me some continued effort to stay involved in collaborative decision-making and professional learning. I have already formed some relationships with my school’s library/media specialist and my district’s IT staff and they have been helpful in moving my ideas forward. I also plan to continue informal conversations with co-workers regarding how we all use technology in our classrooms.
Step 3: Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.
I have been very pleased with the work that my students have done on the projects I have developed as a result of my GAME plan. I am learning to trust them to work independently at times, collaboratively at times; we are all learning together. I am much more conscientious of helping my students to create their own goals and reflect on their own progress. I plan on continuing to work technology-rich experiences into our daily routines as well as into our larger projects. For instance, my students will record weekly test results using Microsoft Excel. They will copy their tables and graphs onto a PowerPoint presentation that they will share with their parents at parent-teacher conferences in the spring. Their presentations will also include evidence of other work (such as videos of science projects with written summaries and digital stories of social studies exploration projects) and how it relates to the standards. Most importantly, as we begin the process of creating this portfolio of work, my students will decide on their own learning goals. They will have numerous opportunities to reflect on and modify their goals. I suspect that, like me, my students will appreciate the ability to personally decide on their learning goals and will enjoy having time to pursue them.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Step 1: Reflect on the GAME plan you developed and followed throughout the course.
There were two goals that I focused on during this course. The first was to “design and develop digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers). The second was to “engage in professional growth and leadership” (http://www.iste.org/standards/nets-for-teachers). From the onset of this course, I was excited about having the opportunity to make some changes in my current student projects. I was also looking forward to networking with colleagues in my district regarding educational technology. Throughout the course, I was able to focus mainly on my first goal and developed several lessons that I will use with my students in the upcoming weeks. My second goal is one that I will continue to work on as I pursue working relationships with my school’s library/media specialist, my district’s Informational Technology staff, and my fellow classroom teachers.
I feel that it was important to set these goals and to reflect on them often. The process of developing my “GAME plan” required me to focus on a couple of goals and then frequently evaluate my progress toward them. “The GAME plan requires you to think about and takes steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p.3). This course provided me a good opportunity to work independently and collaboratively on something of my choosing.
Step 2: Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.
I learned several things when I was working on my GAME plan. First, I learned that there are easy ways to incorporate technology into projects that I already have in place for my students. I was able to take at least six activities that I had already created and move them into digital projects. Therefore, I am now able to help my students reach content area standards as well as technology standards.
I have also learned that my second goal, engaging in professional development and leadership, is a process, not an end result. It will take me some continued effort to stay involved in collaborative decision-making and professional learning. I have already formed some relationships with my school’s library/media specialist and my district’s IT staff and they have been helpful in moving my ideas forward. I also plan to continue informal conversations with co-workers regarding how we all use technology in our classrooms.
Step 3: Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.
I have been very pleased with the work that my students have done on the projects I have developed as a result of my GAME plan. I am learning to trust them to work independently at times, collaboratively at times; we are all learning together. I am much more conscientious of helping my students to create their own goals and reflect on their own progress. I plan on continuing to work technology-rich experiences into our daily routines as well as into our larger projects. For instance, my students will record weekly test results using Microsoft Excel. They will copy their tables and graphs onto a PowerPoint presentation that they will share with their parents at parent-teacher conferences in the spring. Their presentations will also include evidence of other work (such as videos of science projects with written summaries and digital stories of social studies exploration projects) and how it relates to the standards. Most importantly, as we begin the process of creating this portfolio of work, my students will decide on their own learning goals. They will have numerous opportunities to reflect on and modify their goals. I suspect that, like me, my students will appreciate the ability to personally decide on their learning goals and will enjoy having time to pursue them.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, December 15, 2010
GAME Plan for Students
Erin Schilling: Week 7 Application Blog Response
I believe that it is imperative for students to set goals for themselves. I also think that they need to be taught how to set goals and how to monitor and evaluate their progress. Teaching my students the GAME plan process would be a means to do this.
In order to help my students reach all of the NETS-S goals (found at http://www.iste.org) , I think they would need to be guided through the process. When we, as adults, looked at the NETS-T standards, we were able to look back at our own prior experiences and make decisions about what a logical “next step” would be. I think this would be different for students (especially in the elementary grades); they probably have little experience with these standards and may not be able to determine what they need to work on most or first. So, working through these standards together seems like a reasonable strategy.
First, I would have my students look at the NETS-S standards and help me to define them in “kid-friendly” language. We could map out what each one of the standards would look like. We could also relate the standards to projects we have already done so that we could illustrate what it means to achieve that particular goal. Then, as a class, I think we could determine what goal we would like to work on and brainstorm ideas of how we could achieve that goal. We would define the “G” of the GAME plan and give an option or two for the “A,” or action portion of the process. Together, we could develop a rubric (using our definitions and illustrations from the class discussion) for students to use to monitor (“M” of the GAME plan) their own progress toward the goal. If I chose to formally assess my students’ progress toward our goal, I would use the same rubric that they used in their own monitoring steps. Finally, students could self-assess (or “E for evaluate) their work and determine if they reached the goal and/or if they need to modify their goal.
After doing this process together for one or two of the NETS-S standards, students may be ready to choose their own goal, develop their own action plan, and monitor and evaluate their progress. Doing so would require self-awareness and independence, but would be a very valuable experience for the students.
I believe that it is imperative for students to set goals for themselves. I also think that they need to be taught how to set goals and how to monitor and evaluate their progress. Teaching my students the GAME plan process would be a means to do this.
In order to help my students reach all of the NETS-S goals (found at http://www.iste.org) , I think they would need to be guided through the process. When we, as adults, looked at the NETS-T standards, we were able to look back at our own prior experiences and make decisions about what a logical “next step” would be. I think this would be different for students (especially in the elementary grades); they probably have little experience with these standards and may not be able to determine what they need to work on most or first. So, working through these standards together seems like a reasonable strategy.
First, I would have my students look at the NETS-S standards and help me to define them in “kid-friendly” language. We could map out what each one of the standards would look like. We could also relate the standards to projects we have already done so that we could illustrate what it means to achieve that particular goal. Then, as a class, I think we could determine what goal we would like to work on and brainstorm ideas of how we could achieve that goal. We would define the “G” of the GAME plan and give an option or two for the “A,” or action portion of the process. Together, we could develop a rubric (using our definitions and illustrations from the class discussion) for students to use to monitor (“M” of the GAME plan) their own progress toward the goal. If I chose to formally assess my students’ progress toward our goal, I would use the same rubric that they used in their own monitoring steps. Finally, students could self-assess (or “E for evaluate) their work and determine if they reached the goal and/or if they need to modify their goal.
After doing this process together for one or two of the NETS-S standards, students may be ready to choose their own goal, develop their own action plan, and monitor and evaluate their progress. Doing so would require self-awareness and independence, but would be a very valuable experience for the students.
Wednesday, December 8, 2010
Revising My GAME Plan
Erin Schilling: Week 6 Application
The following is my response to this week’s application questions:
• What have you learned so far that you can apply in your instructional practice?
What goals are you still working toward?
I have learned a great deal about some simple Web 2.0 tools and other software programs that will allow me to achieve my first goal of developing digital learning experiences for my students. The unit plan I am developing for this course will be put into action within a couple of weeks. I am excited that the things I am doing now will be directly applied to my instruction. I think that the most important thing I have realized is that I can (and should) start with a small project that I feel I can easily manage (there are enough unforeseeable challenges that arise; I do not want to bite off more than I can chew). The technology application should be an asset to the understanding of my content objectives; it should not overwhelm me or my students so much so that we lose sight of what we are supposed to be learning.
I am still working toward strengthening my role in my school and district technology teams. So far, there has been little discussion of technology-related topics among our staff as we are focused on improving math and reading scores. It will be my goal to seek out specific ways that technology can play a part in improving achievement in math and reading.
• Based on the NETS-T, what new learning goals will you set for yourself?
I think a logical goal for me to work on next is to “Promote and Model Digital Citizenship and Responsibility” (http://www.iste.org). With our current topic of “online collaboration,” I feel that helping my students understand their roles and responsibilities in this global forum is important.
• What learning approaches will you try next time to improve your learning?
I would like to have conversations with colleagues at my school similar to those I am having with my fellow Walden classmates. I think that the topics we have discussed are very valuable and I know that many of my co-workers are excited to try some new things. I think that starting an informal blog (as I have mentioned before) would be a neat way to initiate these conversations. I am sure there is a lot I could learn from people within my own area about how we would like to move our students forward by using technology as a means for learning.
If any of my Walden classmates already have this type of set-up with their colleagues, I would love to hear how it works. What topics do you discuss? Is there a diverse group of people who share ideas? Are people motivated to participate? Thanks in advance for any input you can give me!!
The following is my response to this week’s application questions:
• What have you learned so far that you can apply in your instructional practice?
What goals are you still working toward?
I have learned a great deal about some simple Web 2.0 tools and other software programs that will allow me to achieve my first goal of developing digital learning experiences for my students. The unit plan I am developing for this course will be put into action within a couple of weeks. I am excited that the things I am doing now will be directly applied to my instruction. I think that the most important thing I have realized is that I can (and should) start with a small project that I feel I can easily manage (there are enough unforeseeable challenges that arise; I do not want to bite off more than I can chew). The technology application should be an asset to the understanding of my content objectives; it should not overwhelm me or my students so much so that we lose sight of what we are supposed to be learning.
I am still working toward strengthening my role in my school and district technology teams. So far, there has been little discussion of technology-related topics among our staff as we are focused on improving math and reading scores. It will be my goal to seek out specific ways that technology can play a part in improving achievement in math and reading.
• Based on the NETS-T, what new learning goals will you set for yourself?
I think a logical goal for me to work on next is to “Promote and Model Digital Citizenship and Responsibility” (http://www.iste.org). With our current topic of “online collaboration,” I feel that helping my students understand their roles and responsibilities in this global forum is important.
• What learning approaches will you try next time to improve your learning?
I would like to have conversations with colleagues at my school similar to those I am having with my fellow Walden classmates. I think that the topics we have discussed are very valuable and I know that many of my co-workers are excited to try some new things. I think that starting an informal blog (as I have mentioned before) would be a neat way to initiate these conversations. I am sure there is a lot I could learn from people within my own area about how we would like to move our students forward by using technology as a means for learning.
If any of my Walden classmates already have this type of set-up with their colleagues, I would love to hear how it works. What topics do you discuss? Is there a diverse group of people who share ideas? Are people motivated to participate? Thanks in advance for any input you can give me!!
Wednesday, December 1, 2010
Evaluating My GAME Plan Progress
Game Plan: Week 5 Application
Here are my answers to this week's application questions regarding my GAME plan.
How effective were your actions in helping you meet your goals?
I am slowly pecking away at my GAME plan goals. So far, in order to reach my first goal of “designing and developing digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers), I have sought some help from my library/media specialist. This action has been effective because he keeps asking me questions regarding my project. His questions are forcing me to become very clear in my direction (I sometimes make things up as I go... =) ) and he has brought up some new ideas that I had not considered.
Honestly, I have not taken much action in my second goal, which is in regard to professional leadership and development. Aside from the obvious effort to better my education through attending this Master’s program, I have not pursued much else in terms of development or leadership. My school’s technology team has yet to meet this year, and, though I could probably initiate a meeting, I do not want my co-workers to snub me for putting another meeting on their already busy calendar. =) I have thought of creating an informal blog for our school where those who were interested could respond to technology-in-the-classroom related discussions. I think that something like that would give interested people a place to discuss some neat ideas while not making them commit to another group or meeting.
What have you learned so far that you can apply in your instructional practice?
So far I have learned that it takes a lot of time to develop good plans and to network with others. I will need to be very thoughtful of my upcoming units and activities and have everything in place well before their onset. I am also learning that my students are becoming very flexible (as compared to previous years) in their approach to technology. For instance, our computer lab was recently updated, including an installation of Microsoft Word 2010. My students took the change in stride and were easily able to navigate through the new interface using prior knowledge and trial-and-error. I will use this to our advantage when we begin projects that are even new to me. We will be learning side-by-side and teaching each other what we discover.
What do you still have to learn? What new questions have arisen?
I still need to practice with some of the digital tools that I would like to incorporate into my lessons. So, I will need to create a voice thread, because that is something that I will be doing with my class shortly. I will need to carefully consider the logistics of my students doing this activity in our lab or on our classroom computer.
How will you adjust your plan to fit your current needs?
I think that I will focus primarily on my first goal. I want to be sure to give my current class of students every advantage that I can to learn our content and use technology. I will still pursue my second goal, but maybe in a new way (possibly by starting that blog I mentioned with some interested co-workers).
Here are my answers to this week's application questions regarding my GAME plan.
How effective were your actions in helping you meet your goals?
I am slowly pecking away at my GAME plan goals. So far, in order to reach my first goal of “designing and developing digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers), I have sought some help from my library/media specialist. This action has been effective because he keeps asking me questions regarding my project. His questions are forcing me to become very clear in my direction (I sometimes make things up as I go... =) ) and he has brought up some new ideas that I had not considered.
Honestly, I have not taken much action in my second goal, which is in regard to professional leadership and development. Aside from the obvious effort to better my education through attending this Master’s program, I have not pursued much else in terms of development or leadership. My school’s technology team has yet to meet this year, and, though I could probably initiate a meeting, I do not want my co-workers to snub me for putting another meeting on their already busy calendar. =) I have thought of creating an informal blog for our school where those who were interested could respond to technology-in-the-classroom related discussions. I think that something like that would give interested people a place to discuss some neat ideas while not making them commit to another group or meeting.
What have you learned so far that you can apply in your instructional practice?
So far I have learned that it takes a lot of time to develop good plans and to network with others. I will need to be very thoughtful of my upcoming units and activities and have everything in place well before their onset. I am also learning that my students are becoming very flexible (as compared to previous years) in their approach to technology. For instance, our computer lab was recently updated, including an installation of Microsoft Word 2010. My students took the change in stride and were easily able to navigate through the new interface using prior knowledge and trial-and-error. I will use this to our advantage when we begin projects that are even new to me. We will be learning side-by-side and teaching each other what we discover.
What do you still have to learn? What new questions have arisen?
I still need to practice with some of the digital tools that I would like to incorporate into my lessons. So, I will need to create a voice thread, because that is something that I will be doing with my class shortly. I will need to carefully consider the logistics of my students doing this activity in our lab or on our classroom computer.
How will you adjust your plan to fit your current needs?
I think that I will focus primarily on my first goal. I want to be sure to give my current class of students every advantage that I can to learn our content and use technology. I will still pursue my second goal, but maybe in a new way (possibly by starting that blog I mentioned with some interested co-workers).
Wednesday, November 24, 2010
GAME Plan Questions Answered
Erin Schilling: Week 4 Application
Here are the answers to the questions from this week’s application assignment:
1. Are you finding the information and resources you need?
I am having a little luck finding what I need in order to reach my goals, but I think that I have been asking help from the wrong person. Last week I asked my library-media specialist about the potential of a voice thread project (my questions included, “Is there a kid-safe site that we can easily connect to (that it not blocked by our district?” and “Is there a site where students can create voice threads without having email accounts?”) He did not know and, rather than going to our district technology team for answers, he suggested that we look at some software applications (voice recording, Windows MovieMaker, etc.) that we already have. I think that before I use these programs, I will ask someone on the district technology team myself if there is anything we can do to utilize a Web 2.0 tool.
2. Do you need to modify your action plan?
I heard some good advice once; do not change your goal…just change your timeline. I do not think that I will change my goals, but I may need some more time to develop my actions. I want to include a larger, technology-based assessment for each of my content units (particularly science and social studies, but also incorporating writing, reading, and math where applicable). I do not think that this will all be able to happen this year, however. I think a better course of action will be to take notes on what changes I can make to the activities I already do and to slowly begin to integrate technology into places where it makes the best sense.
3. What have you learned so far?
So far, I have learned that there is never enough time in the day to do everything I want to with my students (well, I guess I already knew that). But, I am also learning that with each year I teach (this is my eighth year at fifth-grade), I become more efficient. My decision-making skills are stronger. I am able to stream-line my steps in order to “get the most bang for my buck.” I think that continuous professional development and communication with co-workers and classmates has helped me to learn a lot about solid instructional strategies and I am excited to use what I now know with my students.
4. What new questions have arisen?
I am still in need of an online voice thread site that is free, student-friendly, and (hopefully) does not require us to set up email accounts for my students. This is where I hope that my Walden classmates can help me out… =)
I appreciate any advice anyone can give me! Thank you!
Here are the answers to the questions from this week’s application assignment:
1. Are you finding the information and resources you need?
I am having a little luck finding what I need in order to reach my goals, but I think that I have been asking help from the wrong person. Last week I asked my library-media specialist about the potential of a voice thread project (my questions included, “Is there a kid-safe site that we can easily connect to (that it not blocked by our district?” and “Is there a site where students can create voice threads without having email accounts?”) He did not know and, rather than going to our district technology team for answers, he suggested that we look at some software applications (voice recording, Windows MovieMaker, etc.) that we already have. I think that before I use these programs, I will ask someone on the district technology team myself if there is anything we can do to utilize a Web 2.0 tool.
2. Do you need to modify your action plan?
I heard some good advice once; do not change your goal…just change your timeline. I do not think that I will change my goals, but I may need some more time to develop my actions. I want to include a larger, technology-based assessment for each of my content units (particularly science and social studies, but also incorporating writing, reading, and math where applicable). I do not think that this will all be able to happen this year, however. I think a better course of action will be to take notes on what changes I can make to the activities I already do and to slowly begin to integrate technology into places where it makes the best sense.
3. What have you learned so far?
So far, I have learned that there is never enough time in the day to do everything I want to with my students (well, I guess I already knew that). But, I am also learning that with each year I teach (this is my eighth year at fifth-grade), I become more efficient. My decision-making skills are stronger. I am able to stream-line my steps in order to “get the most bang for my buck.” I think that continuous professional development and communication with co-workers and classmates has helped me to learn a lot about solid instructional strategies and I am excited to use what I now know with my students.
4. What new questions have arisen?
I am still in need of an online voice thread site that is free, student-friendly, and (hopefully) does not require us to set up email accounts for my students. This is where I hope that my Walden classmates can help me out… =)
I appreciate any advice anyone can give me! Thank you!
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