In order to support my goals of authentic learning activities and differentiating instruction for diverse learners, I am building my list of resources, containing both information and websites, in order to help me meet my goals in my classroom. I am still researching websites and articles that can provide resources and information to help me meet my goals.
Currently, I have had to modify my action plan because I am currently off-track and unable to collaborate with my grade level team. When returning to school, collaboration will still be part of my action plan; however, I had to change this component of my plan at this time. While I have gained valuable information from discussions and postings through my Masters class, I have not yet joined any online professional organizations to help me meet my goals. This is one component of my action plan I have changed, since I am not currently in school. I think collaboration with others online will be invaluable as I work towards meeting my technological goals, even after returning to school and having the opportunity to collaborate with my grade level team.
So far, I have learned that there are tons of internet resources available to help provide authentic instruction and differentiate instruction for students. I have also learned that students with diverse and specific learning needs are often the ones that need the most support by using tools on the computer. Finally, I have learned that there are easy ways to differentiate instruction both within a lesson and on the computer for students who may have difficulty with reading, such as highlighting information and using text-to speech software. This would be an easy way to differentiate instruction in order to meet the needs of my students.
While I have found some authentic learning activities created and developed on the internet, I have had some difficulty with developing authentic activities based on grade levels standards to use with my students. I often think that because an activity is engaging and novel then it is authentic, but this is not always true. Cennamo, Ross, and Ertmer (2009) states that authentic instruction “incorporates real-world and complex problems” (p. 35). While I may plan engaging, hands-on activities, they are not always authentic. For example, when trying to find an authentic learning activity for Ancient China, I found many internet resources that were engaging, but not necessarily authentic. I still have some questions about what authentic learning activities look like in the classroom environment. I will need to conduct more research in order to better understand how to develop authentic instruction into my classroom.
References
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.
Heather, I agree that collaboration is important. I discovered that on line colleagues are SO helpful. They have really made a difference for me. I hope your experiences are positive as well.
ReplyDeleteWhen I first began using PBL methodology, I found it difficult as well to make my projects authentic. Then I began looking around the neighborhood to see how to connect my students with the community. I realized that King Arthur is a hero, like many of the corridos sung here, and I could start with that connection. I also learned that I can teach ROMEO & JULIET along side gang violence and teen suicide which are very real issues in our community. I discovered that a community organic garden project could be used to teach literature and grammar and, at the same time, collaboration and communication. There are opportunities to develop projects that are “real-world and complex” everywhere once you figure out how to see them (Cennamo, Ross, & Ertmer, 2009, p. 35). It’s a process but once you begin it, you and your students will have so much fun. When you discover PBL, you discover the joy of learning again. Good luck, and I hope you find the sources you need. Best of luck, and if I can help in any way, let me know!
Maggie
References
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.
Nick to Heather
ReplyDeleteI have trouble creating authentic lessons in my classroom also. The way I see the world and my own beliefs by which I judge it dictate what I find interesting, engaging and illuminating. However, this doesn't mean a 14 year old student feels the same way. For example, I just did a lesson on the diminishing return of speeding on the interstate. On a 100 mile trip the difference between traveling 75 and 80 is 5 minutes. For me this is hardly worth it since most cars lose 10% of their fuel efficiency for each 5 mph you go over 55 mph. We made awesome graphs and compared charts, but only a handful of my students drive. A huge oversight on my part, because the lack of engagement really took some steam out of the lesson in one period.
Sure authentic learning activities should include giving our students an audience, the opportunity to choose how they present ideas, the opportunity to collaborate with the community, and control over the learning process (Cennamo, K., Ross, J. & Ertmer, P). But, I think Maggie's point is very true. If we are serious about providing authentic learning experiences then we have to begin with the learners in our class. What are THEY interested in, concerned about, surrounded by and experiencing? If we can tap into that vein, then we have a better chance at creating meaningiful experiences for our students.
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