What can we learn about teaching and learning from these teachers?
What can we learn from
Brian Crosby, Back to the Future, TED Talk? Mr. Crosby teaches 4th, 5th, and 6th grade at Agnes Risley Elementary School, Sparks, Nevada. We can learn so much from a teacher who inspires children to learn through methods that are not representative of modern-day education. The typical model for education would include traditional teaching and learning in order to meet the standards set forth by the state. Mr. Crosby goes above and beyond the standards and challenges the children, who are also English Language Learners and Low Socioeconomic Status, to think outside of the box. Instruction is real world based through experiments and cooperative learning not only with in the classroom but across the globe. I think if a teacher is allowed to have creative control over the learning process, anything is possible. There are many school districts that are very focused on test scores and data that can be quickly measured by a standardized test. The class population in Mr. Crosby’s class is learning in a meaningful way, one they will never forget. It is inherently visible the passion this teacher has for teaching and learning. The experiments prove to excite the teacher, individuals in his class as well as children elsewhere who learn from their blog posts, that is powerful learning every kid deserves.
What can we learn from Paul Anderson and the Blended Learning Cycle? Mr. Anderson is a high school AP Biology teacher in Bozeman, Montana who knows the value of asking good questions. The model for learning is a mix of Blended Learning and the Learning Cycle. Blended Learning is a combination of models which includes classroom learning mobile learning and online learning. The Learning Cycle is a model that uses a central goal to evaluate surrounded by the ways in which a person comes to that point using explore, explain, expand, and engage. While Mr. Anderson implements this Blended Learning Cycle, he uses an acronym he created called Quivers: questions, investigations, video, elaboration, review, and finally summary. The summary will be a quiz but the student must demonstrate mastery of the topic or else there should be remediation and further investigations conducted. The cycle of learning continues until mastery is achieved and the answer to the question posed has been evaluated, which is the ultimate goal of science teachers.
There are many things we can learn from Sam Pane in his video, Sam Pane 4th grade. I love the idea that he based a project on how to be safe while using the internet. He let his students make a comic on how to use the internet safely. I have never even thought about making a comic in my classroom, so this is something new that I would love to do! Sam teaches us (the viewers) how important it is to address online personal information, as well as, informing us that we can do so many activities that allow students to learn to use safety online. Most importantly, Sam teaches his students to become a Super Digital Citizen. He wants his students to be able to go to a website and evaluate the information they’re after. The way he approached this is by stating this quote from spiderman, “With great power, comes great responsibility.” Then he brings it into his lesson by asking, “What kind of power does the internet give us?” From this, we, as future teachers, should learn to introduce a subject in a way that catches the students attention. Reel them in by the things they are familiar with and love.
In the video Project Based Learning, three teachers (an english teacher, a history teacher, and a technology teacher) combined their one hour class, to make a 3 hour hour class that included all three subjects. With this they have more time and flexibility. One thing I feel I learned from this video is, when we give our students the time, the dedication, and the feedback needed, they can go above and beyond what they ever expected and want to take ownership for what they did. With more time, they are able to do more projects (in this video that includes all three subjects) and be satisfied with their project. We, as future teachers, want to be able to teach more than just the curriculum, we want our students to enjoy what they do in the classroom. The english teacher in this video, Melanie, stated at the end of the video, that before they combined the classes all the students used was paper and pencil and they hated it. With the extra time, they are able to do different projects on the computer and enjoy it. Project based learning is what kids are all about now, and this video has taught me to shower my students in project based learning, and they will be more satisfied, and willing to take ownership of the work they did.
After watching the video about Roosevelt Elementary’s PBL Program I learned about the benefits of implementing project based learning from a young age. Roosevelt Elementary School is located in Redwood City, California. Project based learning begins in the kindergarten level at this school. PBL emphasizes real world problem solving in the classroom. Teachers, as well as students, collaborate in creating projects that meet state standards. Not only do students receive quality knowledge from PBL, but they are introduced to public speaking at a young age. Practicing this skill from a young age is beneficial because the students receive feedback from not only their teacher, but their peers as well. This feedback can increase confidence among students and make students proud of what they learned. This helps build social skills. The community is also involved in the PBL movement. Community residents speak to classes at Roosevelt Elementary to tell students real life stories. PBL is self motivating and encourages students to learn!
Grade 12 Reading Standards for Literature http://web.alsde.edu/home/General/alccs.aspx
1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RL.11-12.1]
16. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. [RI.11-12.7]
20. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.11-12.2]
22. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 19-21 above.) [W.11-12.4]
24. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]
28. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.11-12.10]
30. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. [SL.11-12.2]
32. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. [SL.11-12.4]
