I spent some time exploring educational focused wikis and blogs on the web. There were a number of blogs by teachers which discussed teaching theories, writings, and opportunities. Because teaching is by nature a collaborative profession, blogs are a great resource for keeping connected to what is happening in the field. I also found wikis where teachers had posted notes, syllabi, and other resources for students to use in their studies. Lastly, blogs are being used for student writing. Students can post their work in a blog where it can easily be accessed by the teacher, and where they can share it with the world.
RSS readers/aggregators collect information from the web and keep it in one place. Using an aggregator is a good way to organize the mass amount of information on the Web. Using an aggregator will help students access information, especially news, without being lost or distracted in the surrounding information. If I had them set up their own aggregators, I could give them a few sources that I want them to stay current with. The aggregator would tell them what they have already read.
There are good reasons to and to not use blogs and wikis in the classroom. Blogs and wikis have a more interactive nature which definitely could get students more engaged. Another valid reason to use blogs and wikis is that technology’s importance in our society cannot be overstated. Kids are going to need to be familiar with technology in their adulthoods. Schools need to prepare them. The biggest argument against using blogs and wikis is the problem of access. Schools have a limited amount of computers and doing projects on them takes a lot of planning and coordination. Another problem is the fact that using technology takes time away from my content area. Starting up computers and troubleshooting can be time consuming and downright frustrating. Technology has a place in classrooms, but it’s a matter of balance.
Wednesday, September 24, 2008
Monday, September 8, 2008
MI in the Classroom
For my Technology in the Classroom Course, we have been exploring Howard Gardner's theory of multiple intelligences and its place in the classroom. Colleen's summary of the theory is that individuals all have different areas that they are "smart" in. Some of Gardner's areas are mathematical, interpersonal, and kinesthetic. The website surfaquarium.com provided more insight into each of these areas.
There were two areas of intelligences that I tested highly in. I'm not entirely convinced of the accuracy of the test that we took. I think I got tired of the questions and myself by the end and it may have been skewed by that. But in any case, I have intrapersonal and naturalistic "intelligences."
Naturalistic intelligence is, of course, a sense of the workings of nature. It includes a lot of organizational and classification abilities. One of the naturalistic characteristics (say that three times fast) that I relate to is hierarchal reasoning. I am constantly outlining ideas in my head or on paper, ranking and rearranging ideas as necessary. The magnetism of that order is seen in much of my writing and reasoning. I want know where things fit in the overall scheme of things. Students with naturalistic intelligences like to collect and sort things and are engaged by the natural world.
I think that this is an exciting sort of student to have. They have instinctive organization and curiosity which will help them to be successful. In my English classroom, I am going to rely on readings and analogies to nature to help me reach these students. Nature is a wonderful illustration because it is so tangible and expansive. In addition, I will provide projects which allow for classification, charts and graphs which are useful to this kind of students, and practice with the research and scientific writing which some of these students may need. I also intend to let my room be a place where the beauty of the natural world is celebrated. I believe that naturalistic intelligence can be fostered in such an atmosphere.
My other area of strength was intrapersonal intelligence, an intelligence which is demonstrated in reflection and awareness about oneself and one's world. One of its characteristics is self-regulation, keeping yourself in line. I am quite aware of what I'm doing. While that usually keeps me out of trouble, it also makes it hard for me to take risks. Students with this kind of intelligence are strongly connected and aware of their feelings, morals, actions, and reasoning.
This student needs time to reflect on learning, themselves and the events that are going on around them. They are generally able to communicate their troubles and wishes. I am going to reach them by using examples that pertain to social issues, because those are topics which will engage this kind of learner. Writer's journals, which I strongly believe in, are also going to be successful. In addition, I intend to ask students to set their own goals and reflect on their performances, activities which help these self-regulating students do what they tend towards. Technologies such as journals, surveys, polls, and self-assessments should be effective in aiding students with intrapersonal intelligence.
The theory of multiple intelligences reminds me that I find it easiest to learn when I am treated a certain way. In my classroom, I want to make sure that at least sometimes students are giving opportunities to use their strengths to build their learning. Each student has individual strengths. It's my responsibility, as a teacher, to show them how to use those strengths effectively in the classroom.
There were two areas of intelligences that I tested highly in. I'm not entirely convinced of the accuracy of the test that we took. I think I got tired of the questions and myself by the end and it may have been skewed by that. But in any case, I have intrapersonal and naturalistic "intelligences."
Naturalistic intelligence is, of course, a sense of the workings of nature. It includes a lot of organizational and classification abilities. One of the naturalistic characteristics (say that three times fast) that I relate to is hierarchal reasoning. I am constantly outlining ideas in my head or on paper, ranking and rearranging ideas as necessary. The magnetism of that order is seen in much of my writing and reasoning. I want know where things fit in the overall scheme of things. Students with naturalistic intelligences like to collect and sort things and are engaged by the natural world.
I think that this is an exciting sort of student to have. They have instinctive organization and curiosity which will help them to be successful. In my English classroom, I am going to rely on readings and analogies to nature to help me reach these students. Nature is a wonderful illustration because it is so tangible and expansive. In addition, I will provide projects which allow for classification, charts and graphs which are useful to this kind of students, and practice with the research and scientific writing which some of these students may need. I also intend to let my room be a place where the beauty of the natural world is celebrated. I believe that naturalistic intelligence can be fostered in such an atmosphere.
My other area of strength was intrapersonal intelligence, an intelligence which is demonstrated in reflection and awareness about oneself and one's world. One of its characteristics is self-regulation, keeping yourself in line. I am quite aware of what I'm doing. While that usually keeps me out of trouble, it also makes it hard for me to take risks. Students with this kind of intelligence are strongly connected and aware of their feelings, morals, actions, and reasoning.
This student needs time to reflect on learning, themselves and the events that are going on around them. They are generally able to communicate their troubles and wishes. I am going to reach them by using examples that pertain to social issues, because those are topics which will engage this kind of learner. Writer's journals, which I strongly believe in, are also going to be successful. In addition, I intend to ask students to set their own goals and reflect on their performances, activities which help these self-regulating students do what they tend towards. Technologies such as journals, surveys, polls, and self-assessments should be effective in aiding students with intrapersonal intelligence.
The theory of multiple intelligences reminds me that I find it easiest to learn when I am treated a certain way. In my classroom, I want to make sure that at least sometimes students are giving opportunities to use their strengths to build their learning. Each student has individual strengths. It's my responsibility, as a teacher, to show them how to use those strengths effectively in the classroom.
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