Leaving My Mark

We all seek an outlet through which to leave our mark on this world, a way of letting others know we have made a difference.  I have spent countless hours in the classroom, at the library, in the computer lab, and in front of my desktop exploring the tools, theories, and philosophies I will employ in my future classroom.  While I can honestly say it is a lot of information, probably more than I will ever truly need to use, I know it will help me create a unique environment for me and my students.

Through my required fieldwork hours, I have been able to sample some of the tools I feel most useful.  I have also done this during my work as a substitute teacher.  I reflect on how each one is either effective or ineffective based on grade level, subject, and even my disposition on that particular day.  It's almost like test driving my teaching style.  After each interaction, I come home and tune my style for the next experience based on my own understanding, and comments from peers, children and cooperating teachers.

However, not only do I learn from each of these unique experiences, but I also leave a something behind with the teachers and students I work with.  Possibly a seed to grow their knowledge, skills, or even perspectives.  One seed that I know I have planted is an increased curiosity in the use of technology in the classroom.  Working with one particular cooperating teacher on several occasions, I have shared several web2.0 technologies that I felt could be useful in her classroom.  By sharing these tools with her, I have sparked her interest in using technology within her classroom.  The teacher has joined me at a SMART Board training, allowed me to share a web quest I created with her class, and begun to integrate technology into some of her lessons that I have observed.

The pride and enlightenment I feel just from sharing this little bit with someone else reminds me that teaching is where I will leave my mark.

Building on the Foundation

Each teaching strategy has its own strengths and weaknesses. Direct Instruction is terrific for developing basic skills and knowledge. However, it does not develop those skills or knowledge into practical uses.
Howard Gardner's Theory of Multiple Intelligences tells us that not all students learn the same way. Some learn through visuals, others through words, logic and numbers, rhythmitically, tactiley, etc. The Information Processing Model and the teaching strategies that fall under it's umbrella help students to reach the higher levels of thinking, as proposed by Bloom's Taxonomy.
Through the Information Processing Model, students are engaged in developing their own understandings of the information that is provided to them. They realize how it applies to their lives, how they see it's use in their learning, their lives, and their futures. 

 

Under Construction... Or Should I say Constructivism

This week we are starting our discussion of the philosophy of Constructivism and how it relates to teaching and learning.  Under Constructivism, the teacher 'guides' students in developing their understanding of the information presented.  Students are expected to reach higher levels of thinking based on Bloom's Taxonomy, and develop their understanding based on their own personal experiences and needs.

In our preparation for discussing this topic, we were presented with a video about the Long Island Children's Museum.  It reminded me of a local museum very similar in content and presentation, the Mid-Hudson Children's Museum.  Both are based on children being presented with information and resources, and developing their own understandings through interaction and exploration.

If you have a moment...