Engage, Enhance, and Extend Student Learning Through Technology

Technology can be used in the Elementary classroom to engage, enhance, and extend student learning. But what does that really mean?

Student engagement occurs when students are motivated and interested to begin learning and actively learn.When students are engaged, they are able to focus on the current assignment with fewer distractions and they are no longer learning passively (by listening and taking notes on teacher-directed instruction). Since the goal of teachers is to teach students material they need to know according to the mandated standards and help them connect their knowledge to real-world situations, it logically follows that the goal of teacher instruction would be for students to be actively engaged in learning so they can explore, inquire, discover, and make personal connections to the material. When active learning occurs and students are engaged, they are more likely to remember and apply new knowledge and understand extensions of the material they've learned in the future.

Similarly, technology can be used to enhance student learning. This means using technology to result in students’ deeper understanding of a concept or topic that allows them to demonstrate their understanding with non-traditional tools (technology rather than with traditional pencil and paper assessment). Enhancing student learning through technology allows the creation of a way that makes it easier for students to understand a given concept. The key to enhancing student learning with technology is to ensure that “the technology tool used allows students to demonstrate their understanding in a way that they could not using traditional tools” (Karen-Kolb, 2013). The point is not to use technology just for the purpose of integrating technology, but to integrate technology when it fits with a lesson such that students will gain a deeper understanding of the material using the technological tool than they have with traditional lectures, practice problems/work sheets, and projects.

Lastly, using technology to extend student learning means taking learning outside the classroom and bringing ideas and concepts into students’ everyday lives. By making connections to the real-world, students can continue to use their knowledge in their own lives and continue to grow even after they leave the school setting (Malone, 2013). We want students to be able to use what they learn in school in their personal lives without the help of us as the teacher. What good is knowledge if you can’t use it without someone telling you to? Bridging school learning to everyday life experiences is essential in order for students to grow as lifelong learners (Karen-Kolb, 2013).



In the video, English teacher Laura Migdal explains how using technology in her classroom on a regular basis allows her to give her students choice and creative options. She talks about how her integration of technology allows students to challenge themselves and become invested in learning. Migdal found that technology also facilitates collaboration because students enjoy sharing with and teaching each other about technology and what they have learned and created. Migdal shares that she has found that integrating technology into her English classroom has engaged and empowered her students, enhanced their learning, and created an even playing field between students and teacher so that they are partners in learning. Laura Migdal's classroom is an inspiration and encouragement for teachers wishing to use technology in their classrooms to enhance, engage, and extend learning.

Use technology to spur students’ desire to learn and understand. Using technology allows students the opportunity to become familiar with various technological tools and gain skills essential for 21st century careers and the ability to use technology skills in their personal lives outside of school as well. Simply using technology in student learning is engaging for students if they are able to use the technology themselves (hands-on learning). However, the hard part is enhancing and extending student learning. For example, you could have your students create a survey in Google Drive according to a subject or idea they are personally interested in (engaging). Then, you could have students compile their results from the survey on Google Forms and use Flubaroo to create a spreadsheet displaying the results of their survey (enhancing learning because it allows students to visualize results using pictures, graphs, and percentages). Finally, students could create and share a presentation reflecting on what they learned from the results of their survey and what they could have done differently to obtain different or better results. This extends students learning by allowing them the opportunity to research, obtain data, and give opinions on results to persuade others on an idea or concept. After doing this activity, students would also have the ability to use Google Drive, Google Forms, and Google Presentations and the skill of carrying out a survey and obtaining results, in their lives outside of school and in the present and future. Engagement, enhancement, and extension successful!

Engaging, enhancing, and extending student learning is a difficult thing to plan in our everyday lessons. However, with the use of technological tools and some creativity for activities, teachers can successfully engage, enhance, and extend student learning in order for students to actively learn, be personally motivated, and to grow as lifelong learners in their quest for knowledge!

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References

Fairfax County Schools (2012). Using technology to enhance learning - best practices. Retrieved from http://youtu.be/IYDOLJmXcaQ

Keren-Kolb, Liz (2013). Engage, enhance, and extend learning! Learning & Leading with Technology.

Lehigh University Library & Technology Services (2010). Strategies and initiatives. Retrieved from http://www.lehigh.edu/ltsplan/strategies.shtml

Malone, Kailey (2013). Engage, enhance and extend learning! Retrieved from http://malonekailey.blogspot.com/2013/09/engage-enhance-and-extend-learning.html

Project Tomorrow (2011). The 3 E's of education:  Enabled, engaged, empowered. Retrieved from 

http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation(Students).pdf 

iPad App

The iPad App I chose is called Oh No Fractions. I chose this app because I'm currently in a 5th grade class for my practicum and I know they're struggling with fractions. Since fractions are taught starting in the 3rd grade, and I think I'd like to teach in grades 3-5, I found this app to be very helpful. 

Oh No Fractions is not your typical iPad app game that children will want to play in every minute of their spare time; however, it allows students to practice their knowledge of fractions and allows them to model the fractions given in order to prove which one is greater. The app gives two fractions and allows the student to choose greater than or less than in between the two fractions. There is also a peek option which allows students to model the fraction before they answer greater than or less than. Students are more than welcome to use the Peek option, but the app records how many times the Peek option is used, how many problems the student got correct, incorrect, and how many times the student "proved it". After the question is answered, whether correct or incorrect, the student has the option of proving why the correct answer is in fact correct (by shading in the correct fraction of a model) or to move on to the next question.

What I really like about the app is that it gives students fractions with denominators from 1-20 (depending on the level of difficulty) so they can become comfortable working with fractions other than halves, thirds, and fourths. It's essential for students to have mastered the concept of the size of fractions, greater than, less than, and equal to regarding all sorts of fractions. Unfortunately, sometimes the focus is so much on mastering halves, thirds, and fourths, that students never understand how fifths, sixths, sevenths, eighths, ninths, tenths, etc. work or how they fit on a number line. 

Another great feature of the Oh No Fractions App is that it gives students the opportunity to reduce fractions. The student doesn't actually reduce the fraction themselves, but it gives them the practice of being able to see when fractions can be reduced and when they are in simplest form. The app keeps track of the number of fractions that were successfully reduced and the number of fractions unsuccessfully reduced (the student thought it could be reduced but it was already in simplest form) as well. At the end of the time students have to use the app, the teacher would go around the room and record each student's scores in the form of anecdotal records (a chart with #correct, #incorrect, #of peeks, #of prove its, #successfully reduced, and #unsuccessfully reduced). If there was not time to go around and take these notes at the end of this part of the lesson, there's another option for assessment. If students use the same iPad every time and the iPads are numbered or marked in some way, then the students could put them away at the end of the activity and later the teacher could go through them and take the anecdotal records for each student.

I would use this app as the Engage part of a lesson as a pre-assessment to see what the students already know and what I need to focus on teaching, reteaching, and reviewing. Assuming I had enough iPads available for every student in the class, I would allow each student to explore the app and play the game individually so that they don't feel rushed or like their being judged by their peers. I could put them in pairs but then each student would only get so much time on the app and one student would have to watch their partner as they played the game since they would have nothing to do while the other is playing. I would give them about 10 minutes to explore the app (and I would walk around while they were playing the game to answer questions and observe how the students are doing). At the end of the 10 minutes I think I would call each student (or student pair) to record their scores on an anecdotal record sheet as explained before. As I recorded scores for each student I would notice the things students are having trouble with so that I could focus on those things in the lesson or in the following lesson. Later in the unit I would use the app again in the Elaborate part of the lesson to see how much progress they've made.

In order to decide if the iPad app had a positive impact on the students, I would look at the anecdotal records I collected from each student to see their scores. If the students had a lot of "peeks" and "incorrect's" then I would assume students either didn't understand the concept or that they didn't understand some part of the game. I would have a conference with the small group (or whole group if the majority of students are struggling) and talk to them about the app, if they understood how to play, and if they thought it was helpful in their learning and mastering of fractions in relation to one whole (greater than, less than). In 3rd-5th grade I believe it would be advantageous to have a class meeting discussing the app and the advantages and disadvantages of using the app so that I can receive feedback from the students. Oh no fractions is an educational app and if I'm using the app for pre- and post-assessment then I want to know that the students feel the app is beneficial for them and not a waste of time or too far over their heads. If students have 80% or higher of correct answers and are using the "prove it" to demonstrate their knowledge, then the app has definitely had a positive impact. 

Oh No Fractions is a great iPad app to use as a resource in my future classroom. It's fun and engaging for students because it's a game on an iPad that they get to play. At the same time, it's good practice for students learning the concept of greater than, less than, reducing fractions, and modeling fractions. The feature of the app that allows students to model the fractions is great practice for students proving fractions in relation to one whole and being able to visualize fractions. The app could definitely be used as an educational tool in the mathematics classroom. 

Integrating Technology into the Science Curriculum

According to the experts, the best way to use technology in teaching science is through the use of probes, LEGOs, robotics, software, and digital media. Students should have ample opportunity to collect real time data and connect graphs with their real-world experiences. Technology and science instruction go hand-in-hand.

The use of technology in science instruction especially, has been found to increase students' ability to apply and produce knowledge in the real world. According to Janine Lim's research, "Technology allows teachers... to augment the curriculum with current information and timely study of real-world events, thus making learning more dynamic, engaging, and valuable. Studies have shown that students who used simulations, microcomputer-based laboratories, and video to connect science instruction to real-world problems outperformed students who used traditional instructional methods alone" (Lim, 2002). Lim insists that the use of unbiased and educational software (to introduce lesson topics and for student use), document cameras (in order to show objects, posters, demonstrations, etc.), handheld computers (for gathering information, measuring, and comparing data), and probes (for data collection, easy graphing of data, understanding data analysis, and so that students can more effectively find connections between their learning and their own lives) is essential for students' understanding, comprehension, and ability to apply knowledge in the science classroom. It's essential for students in all content areas to be able to apply knowledge to unfamiliar situations they experience in their own lives.  

In order to make the use of LEGOs and robotics in the classroom effective for the teaching of science, teachers must be educated on the materials (how to use them and how to use them to achieve content standards) and understand how open-ended problem solving can be effective in the classroom. According to Cejka, Rogers, and Portsmore, "Robotics naturally lends itself to teaching math, science, technology and engineering...LEGO Mindstorms makes it easy for students even in kindergarten to design and build their own robotics creations" (2006). If teachers are properly educated and believe in the power of robotics and LEGOs, then these uses of technology will engage children in science,  help students connect science concepts to real world situations, provide hands-on learning experiences, and allow students to analyze data and visualize concepts in a way they weren't able to before. Robotics provide "a valuable tool for the practical, hands-on application of concepts across various engineering and science topics" ( Weinberg et al., 2001). Robotics allows students to view data and information through a device that process that information into graphs that students can analyze and interpret. It also give students experience with technology and allows them to make connections between electronics, mechanics, and computing information. These are real-world skills; therefore, technology such as Robotics, probes, and computer software are wonderful tools to integrate into science classrooms for the long-time benefit of students.

LEGO technology has become more popular in recent years as integrating it into the classroom as technology engages students, allows them to make connections between what they build and the real world, and give students the opportunity to "build mechanical contraptions (e.g., cars, creatures, ferris wheels, and greenhouses), plug them into an interface box that is connected to a desktop computer, and then program the creations to perform various actions" (Martin, 1996). LEGO technology engages students not only because it's hands-on, but also because the majority of students have either played with LEGOs or at least know what they are. Students gain engineering skills and strengthen problem-solving skills while learning to build different objects out of LEGOs that move. It provides a fun way to learn; everyone loves LEGOs! Students learn how motors, gears, sensors, and programming works and gain skills in mastering different kinds of technology. The skills students gain and strengthen from using LEGO technology in the science classroom give students confidence in their abilities, empowers students, and will assist students in real-world situations in their futures.

All in all, according to the experts, probes, LEGOs, robotics, software, and digital media are the best practices regarding integrating technology in the science classroom. These technologies teach students engineering and computer science concepts as well as give them experience in these areas which will benefit them in the future job market. Technology supports inquiry-based skills and problem-solving skills teachers strive to teach students in the science classroom and, at the same time, promotes confidence, pride in individual skills and abilities, and fluency in technology.

In my own classroom, I would love to be able to use LEGOs, robotics, and probes in teaching science. I think it's important for students to be given the opportunity to experience science hands-on so that they visualize concepts, invent their own questions, test their inquiries, and develop understandings in order to master more complex concepts later. After experiencing LEGOs for the first time, I've been influenced to use them in my own classroom. The use of LEGOs is extremely engaging, fun, promotes creativity, and helps students understand engineering and technology. By integrating these types of technology, I would reinforce technology skills, promote inquiry, and other skills essential for getting a job in the the ever-changing and demanding job market. The purpose of using technology in my classroom would be to engage students, develop/strengthen the mentioned essential skills, and to provide connections between science topics/concepts and the real-world so that students believe that what they're learning is truly important and can be applied to situations in their everyday lives.

References

Cejka, E., Rogers, C. & Portsmore, M. (2006, August). Kindergarten robotics:  Using robotics to motivate math, science, and engineering literacy in elementary school. International Journal of Engineering Education, 22(4), International Journal of Engineering Education, 711.

Lim, J. (2002, March). Out on a Lim with Educational Technology:  Ideas for Integrating Technology into Science Classes. Retrieved on March 4, 2013, from http://www.janinelim.com/jae/02summ.htm

Martin, F. (1996, April 6). Kids Learning Engineering Science Using LEGO and the Programmable Brick. Retrieved on March 4, 2013, from http://www.cybercamproboticsacademy.com/Benefits_of_Robotics_files/engineering1996.pdf

Weinberg, J., Engel, G., Karacal, C., Smith, S., White, W. & Yu, X. (2001). A Multidisciplinary Model for Using Robotics in Engineering Education. Retrieved on March 4, 2013, from (http://roboti.cs.siue.edu/classes/integratedsystems/educators/publications/ASEE2001.pdf

http://www.flickr.com/photos/gocarts/2451203237/

https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=767&bih=622&q=Lego&oq=Lego&gs_l=img.3..0l10.1169.1970.0.4030.4.4.0.0.0.0.141.458.1j3.4.0...0.0...1ac.1.5.img.ZKAPs31mKgE#hl=en&site=imghp&tbm=isch&sa=1&q=robotics&oq=robotics&gs_l=img.3..0l10.7135.8538.0.9961.8.7.0.1.1.0.336.1133.2j3j1j1.7.0...0.0...1c.1.5.img.EnqMcBzZdUc&fp=1&biw=1366&bih=650&bav=on.2,or.r_gc.r_pw.r_cp.r_qf.&cad=b&sei=iPk4UcXaA6Ln0wG_moCADA&imgrc=i9_XIq_JezWJAM%3A%3B7aEBfb8a_gKsxM%3Bhttp%253A%252F%252Fcdn.dipity.com%252Fuploads%252Fevents%252F7107ebd4acf42b75a0e314cb7cb404ef_1M.png%3Bhttp%253A%252F%252Fwww.dipity.com%252Fbetsymac%252FLego-Robotics%252F%3B382%3B296

Integrating Technology into Math Instruction

According to the experts, the best way to integrate technology into teaching math is to involve the use of calculators, interactive white boards, online tools, and other math-based programs into the mathematics classroom. It's best to teach a concept or lesson first rather than depending on technology to teach a concept. However, technology is a great way to reinforce already developed knowledge and strategies.

Technology should not be used solely as drill practice for students, but should really reinforce what they already know and help them relate concepts to real-world situations. Parents and teachers worry that the use of technology in the classroom will cause students to become dependent on tools such as calculators, the Internet, and programs like Wolfram Alpha. However, if technology is stressed only as a useful tool in the classroom, technology can have countless benefits.

According to Prabhu, after using technology in the classroom for several years students "said they believed they could learn new things in mathematics more easily" and "they thought it was easier to remember things when they used the interactive whiteboard" (2010). Technology has been seen to increase student engagement and enjoyment and seems to really get students excited about learning math. "Moving imagery was clearly a key means for [students] to 'see what is meant,' rather than their trying to 'imagine what is meant' when it is just described by teachers" (Prabhu, 2010). Technology provides interactive learning, animations, and videos, which allow students to develop a better understanding of key concepts.

In an article on edutopia, Smith discusses the importance of technology because it allows teachers to keep track of students' strengths and weaknesses and use that information to help guide further classroom instruction. "One technology that jump-starts algebraic thinking for middle school students is SimCalc, a program that uses computer-based graphs, animations, symbols, and tables to make difficult concepts....easier for students to learn" (Smith, 2008). The computer program allows students to go through a series of tutorials which explain key concepts like rates of change and acceleration through real life situations such as a soccer game. The program helps visualize concepts for students who learn best visually and also provides a hands-on method of learning. "Students can explore dynamic relationships, which is simply not possible without these machines" (Smith, 2008). Many concepts in mathematics are difficult for students to understand because they can't see how it applies in the real world.

Technology allows teachers to give students alternative ways of learning, practicing, and mastering skills, while preparing them with the ability to use different kinds of technology. This way, students know multiple ways of presenting data, concepts, and information (STEM Central). Students are also gaining skills in collaboration, problem-solving, and critical thinking, as they become more comfortable asking questions, posing possible solutions, and discussing problems with other students in the classroom. When students are using technology in the math classroom, learning becomes student-centered and does not necessarily have to be teacher-led.
"It’s fun for the kids, and one great thing is that a lot of kids out there do know how to use computers, so they’re willing to help or share their knowledge. It’s a great way to get the kids to help me teach" (Lin, 2007). Finally, with experience using different kinds of technology help lessen the anxiety some students feel with math and the use of calculators and such on standardized tests.


In my own classroom, in order to help my students master mathematics, I will provide them with many different ways to learn each concept and plenty of opportunities to practice each skill. I think it's important for students to be able to use calculators as a tool for math, to help them recognize patterns and to reinforce skills they already know. Since modern technology expands more quickly than we can learn about it, I would ensure that students knew how to use many difference kinds of technology by integrating it into the practice of concepts. In this way, the students will become more comfortable with various programs, websites, and interactive learning tools while they learn to collaborate. Technology is a wonderful way to relate math concepts to real-world subjects and situations; this also provides students with the connection they need to fully grasp and enjoy math. I would teach concepts with manipulatives and interactive whiteboards to engage students. Then I would incorporate interactive games, websites, and other helpful tools to reinforce the lesson and provide opportunities for problem solving and critical thinking.


Integrating technology into the math classroom has been observed to:

• improve student performance
• have a positive impact on student achievement
• support the development of problem solving skills
• assist students in mastering math concepts and applications they have trouble with otherwise
• provide visual demonstrations of math concepts
• increase motivation to learn 

According to educational experts, the use of technology in the mathematics classroom is extremely beneficial. Technology engages students and allows them to visualize abstract ideas and concepts they otherwise wouldn't fully understand.

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Resources

Education Scotland. (2012). Enquiry in Mathematics. Retrieved January 28, 2013, from http://www.educationscotland.gov.uk/stemcentral/about/learningteaching/enquiry/mathematics.asp

Lin, C. (2007, April 10). Beliefs about using technology in the mathematics classroom:  Interviews with pre-service elementary teachers. Eurasia Journal of Mathematics, Science & Technology Education, 4 (2), 135-142. Retrieved from http://www.ejmste.com/v4n2/Eurasia_v4n2_Lin.pdf

Prabhu, M. (2010, March 17). Technology adds to students' math comprehension. Retrieved January 28, 2013, from www.eschoolnews.com/2010/03/17/technology-adds-to-students-math-comprehension/

Smith, L. (2008, May 22). Winning Equation: How Technology Can Help Save Math Education. Retrieved January 28, 2013, from www.edutopia.org/technology-math-education STEM resources

Differentiated Instruction

What is Differentiated Instruction?

       Differentiating instruction is the planning of curriculum and instruction using strategies that address student strengths, interests, skills, and readiness in flexible learning environments. It's not so much a plan or strategy, but a philosophy that guides a teacher's thoughts and actions in the classroom. Teachers differentiate instruction based on students' differing strengths, interests, backgrounds, and learning needs, how students apply knowledge and skills, and the differing rates and ways in which students learn. This type of instruction eliminates learning barriers for students and decreases frustration with concepts of learning with which they struggle. It helps provide appropriate degrees of challenge for all students in the class regardless of skill level and allows whole group instruction to be used by simply giving different assignments to different groups of students according to their skill level. This makes it possible for all students to learn the same concept, only in different ways that best meet their individual needs. Differentiating instruction provides several options for students to learn by taking into consideration students' differences in background, interest, skill, personality, etc. and giving them the opportunity to choose the way they'd best be able to express their knowledge through activities, content, and product.

 

       In using this type of instruction, teachers use flexible grouping, focus on teaching instruction in multiple ways, and give students opportunities to choose how to demonstrate what they've learned. Flexible grouping allows students with similar learning goals, preferences, or needs work together. It also allows for students to work with everyone in the class, not just students with their same skill level. Other strategies used in differentiated instruction are reading buddies, compacting, learning centers, independent study, tiered assignments, learning contracts, adjusting questions, and anchoring activities. I liked the idea of tiered assignments because it allows students to work with the same skill and come away with the same important knowledge while giving different versions of an activity to students based on their readiness. The concept of learning contracts was interesting; if it worked with a student I think it would be empowering for them and increase their intrinsic motivation.

 

 

 This video caught my eye because it summarized the essential parts of differentiated instruction so well. It stresses teaching in ways that students learn best and to discover things about your students so that you can find the best way to teach and help them. Instead of thinking about the differences in students' learning styles as a hindrance, the video says to appreciate their differences. The video also emphasizes interactive learning, mixed-ability grouping, using small groups for enrichment and reinforcement, and collaborative learning in pairs. It briefly describes how to differentiate content, product, and environment. I found it very helpful to have a simplified version of what's important in differentiating instruction so I enjoyed this video!

 

       Differentiation is important in elementary school because students are at such different levels and teachers must cater to their ability levels and engage their interests. I would definitely strive to make use of reading buddies while also encouraging independence. If I were to teach high school math I would allow for hands-on learning and opportunities for students to manipulate materials in order understand what they're learning about. I would adjust the levels of questions on homework or the wording on tests to cater to students' differing ability levels, especially in elementary school. I think it's important to use flexible grouping in both school settings as well. I think differentiated instruction can be a powerful tool in the classroom and I hope to use it effectively in my future classroom. 

 

Teacher Collaboration: Response to Teacher Channel Video

The two teachers in this Teaching Channel Video are Ms. Warburton and Ms. Jones. Both are 8th grade algebra teachers and work together in order to make a consistent learning environment and experience for their students. The collaborate by planning their lessons, warm-ups, and teaching strategies together so that the students in each class learn the same lessons in the same way each day. They give the same tests on the same days and often give the same homework to create consistency. This way, there are little to no discrepancies the following year as to who learned which concepts or how they were taught. Both teachers have a passion for teaching and the care and enthusiasm they show in the classroom engages their students in learning and gives them the confidence and willingness they need to learn. Students in both classes work in groups but also learn to work alone to complete problems and how to compare work with others without giving answers. This helps students build confidence so that they can master a difficult concept.

                Ms. Warburton says that confusion leads to learning. By watching the video I observed that the more students are faced with difficult problems, the more they’ll get used to them and therefore, the more concepts they will learn and master because they become more willing to try to push past a challenge. She wants students to expect confusion—to not understand things right away—so that they’re always ready for a new challenge. Also, by teaching her students this she teaches them not to expect learning to come easily. One thing I really like that Ms. Warburton does is that she greets her students at the door at the beginning of each class with a smile and something positive. She also holds a sign that says “I ‘heart’ a silent start”. These two things together allow for a good start to the class period and for Ms. Warburton to “maximize her minutes” as she says. Her students know they are expected to start on their warm-up independently and silently and the class starts out smoothly without disruption and chaos. Meeting students at the beginning of class is something I would like to do as a teacher. I feel it helps teachers connect with students and in turn the students trust and respect the teacher, which motivates them to do better in class. This idea is backed up by TeacherVision which says “the ‘meet and greet’ that teachers do before class begins seems to be a critical benchmark for many students. They tell me how much it means when teachers hang out by the door saying ‘Hello’ and calling students by name. Furthermore, kids say that teachers who “meet and greet” are the ones who also care about them personally.” Engaging students in the lesson, while teaching, is a key. Although I found that Ms. Jones, in my opinion, does a better job at engaging her students into algebra, here Ms. Walburton spices up her lesson by teaching a fun and engaging song to remember the lesson by. Finally, her scoring system is unique in that the students grade their own warm-ups with a red pen but instead of marking if the answer is correct or incorrect, students mark two stars for “correct on the first time”, one star for “incorrect on the first try but now I understand”, or an X for “I didn’t get it right; I still don’t get it; I need help”. This is amazing to me because it gives students an opportunity to learn from their mistakes, ask for help, and realize they’re strengths and weaknesses.

                Ms. Jones, on the other hand, builds confidence in her students by requiring that they discuss math together. Her theory is that by talking with one another, students will help each other and will better understand what they’re learning by hearing it from a peer. Explaining a process in a group along with seeing it on the white board allows students to conceptualize understanding. For some students, it helps to work out problems as a group and say it out loud because it helps understanding of the concept and of what they’re doing wrong. Working as groups significantly decreases the pressure students feel when they’re called on individually because everyone has already worked together and discussed. Ms. Jones says that involving students in the challenge engages them and helps them learning. Talking math and doing math is connected this way so that when they’re right and they understand and can “talk” math, then they’re praised. They learn not only to understand but to love learning—and this is essential. The best part about watching Ms. Jones in her classroom is her high energy and enthusiasm. She teaches in a way that engages her students and demands their attention. She uses her personality and positive praise to encourage students, to convince them that it’s okay to fail a few times before you succeed so that you learn from your mistakes, and she strives for her students to feel that what they say and how they think really matters to her and to classroom learning. The way she teaches lets her students know that she has confidence in their abilities and that failing to understand is not an option (but this is expressed in a positive way to build confidence). As something I would love to share with my classroom one day, it’s comforting to know that at the University of San Francisco, one professor starts off asking the same question each year and always gets the same answer. He asks “who were your favorite teachers? And what did they have in common?” After several responses from his class, the graduate professor “went on to explain that he opens with that question because it's guaranteed to get things off to a good start, and it gets future teachers to think about what separates the great teachers from the not-so-great. He said, ‘We all remember our favorite teachers -- the ones who had passion and enthusiasm, the ones who loved and enjoyed what they were doing. We want each of you to become that kind of teacher. Always remember those special teachers. Make your career a tribute to them.’” It’s wonderful to know that enthusiasm and passion are characteristics that make up great teachers.

The Importance of Collaboration

Why is collaboration so important?

              Collaboration is essential in all aspects of education. As a teacher, I will collaborate with students, parents, administrators, and other teachers very often in order to be the most effective teacher I can be. Collaboration is important so that each child is challenged to their full potential but also helped in areas where they need extra assistance. As a teacher, I need to be aware of how each of my students struggle so that I can accommodate them to the best of my ability. Children learn in different ways so I will have to be an excellent observer so that I know how to differentiate between levels of learning and the types of teaching strategies to use. Sometimes grouping students into their levels of knowledge and learning might help me differentiate instruction so that each student is more successful in the learning process. It’s also important to be aware of how students struggle in elementary school in order to discover disabilities in a timely manner.

              Teachers today are in so many groups that meet weekly or biweekly that they’re nearly professional collaborators. There are PLC (Professional Learning Community) meetings, RTI (Response to Intervention) teams, Positive Behavior Support Teams, grade-level planning meetings, and many other teams teachers are members of. Each of these teams collaborates every time they meet. In The Fundamentals of Collaboration, Friend and Cook explain that individuals who collaborate, not only share resources and accountability for outcomes, but they also trust one another and a powerful sense of community often evolves (2010). It’s helpful to get advice from previous teachers about special education students. Co-teaching is another example of collaboration in the classroom which increases success of student learning by splitting a class up into groups to be taught a different concept/subject or the same concept simply in a different way. There must be communication across the content areas in order to relate what students are learning in physical education and art to what they’re learning in science and reading. This sort of collaboration helps students to really understand concepts and see them in concrete examples in many aspects of the world they live in. It also creates a sense of community, trust, and respect among the teachers and other professionals working together.

                Parent-teacher collaboration is possibly the most important in elementary education. Cook’s research on parent-teacher collaboration shows that “parental involvement in children’s education….has been associated with improved student outcomes” (2012). As a teacher, it’s critical that I take into account how I can keep parents informed, encouraging, and supportive of their students in order to see the greatest success in children. Often times, a student models an adult he or she respects most; in some cases, this is a parent. Therefore, it is essential that parents are up-to-date on any struggles a student has, the options on how to best help a student with disabilities, and of course, should know all about what the student is excelling in. Parents and teachers together engage in the success of students through things like developing an IEP (Individualized education program) for students with disabilities and parent-teacher conferences. This collaboration allows for communication between parent, child, and teacher while helping to create a trusting relationship where they can all work together towards a common goal.

                Collaboration is used in various ways in the education system. It often strengthens relationships, builds trust and resources, and allows people to help one another work toward a shared goal. Collaboration is constantly in use in the classroom, whether between students, teachers, professionals, specialists, or combinations of the four. Regardless of the circumstances, collaboration is a vital tool in education and being an effective teacher.

References

Cook, B. (2012). Facilitating the effective implementation of evidence-based practices through teacher-parent collaboration. Teaching Exceptional Children, 44(3), 22-30. Retrieved from https://libproxy.highpoint.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=69989327&site=ehost-live

Friend, M., & Cook, L. (2010). Interactions:  Collaboration skills for school professionals. Boston, MA: Pearson Learning Solutions.