Activity #3: Exemplary, Equitable, and Constructivist Lesson

This lesson deals with angle measurements and using a protractor to determine angle size.  It is exemplary, equitable and constructivist for several reasons.  Students are relating the work they do to the real world.  The objects they will measure around the classroom will help the students connect to everyday life.  The smart board activity will also allow all students to experience the lesson through different media.  The smart board is equitable for all students and the lesson can be differentiated to fit the technological understanding of all students.  This lesson also allows students to collaborate by working with one another.  The student isn't put on his/her own and asked to complete the activity, they are working with partners to collaborate for the answers.  The assessments in this activity are also genuine and authentic, to help students show understanding and academic achievement.  Overall, this lesson would be great to incorporate into an elementary math classroom.

TPA Lesson Plan Framework

Name Terry Smith	Date Tuesday - November 13, 2012
TPA # 2: Is This the Right Angle?	Grade Level4
Geometry math lesson that introduces students to measuring angles using a protractor. 50 minutes

Instructional Context

What do you know about your students’ academic, language, social and emotional development, their family and cultural backgrounds, and their interests that need to be considered when developing this lesson?

The students in my classroom are a very verbal and social. They enjoy hands on activities and working with partners.Most of the students get along with each other and work well together no matter how the students are grouped. I will pair students who have lower reading abilities with higher achieving peers to assist one another during certain activities. This lesson is designed to allow students an opportunity to get out of their seats and work with partners and technology. Students will also experience a hands-on activity where they create their own note-taking sheet using colored popsicle sticks.There is also a wide range of different thinking levels found through out this classroom. The class’s reading levels vary from 2nd grade through 8th grade. Seven of the students reading levels are considered to be below average, while nine are reading above average, and eight are right on target. A majority of the student’s math skills are considered to be rather low as well, only a few students seem to possess a thorough understanding of the material. Seven students receive free and reduced lunch. All of these students come from lower class families. The students from poorer families, along with a few other students whose parents are divorced, don’t receive as much, or any help at home from their guardians compared to other students in the class. Many of these students are interested in technology. They enjoy watching educational videos, and participating in SmartBoard activities. Some of the students have mentioned their interest in motor-cross sports including four wheeling and dirt biking. I will compare how motor-cross sports use ramps that include a variety of different angles throughout their courses.

How does this lesson connect with and build on the previous lesson(s)?

This Lesson builds off of the previous lesson by using lines, line segments, and rays to build different types of angles that are found in shapes.

How do you expect to build on this lesson in subsequent lessons?

In the following lesson, students will use their knowledge of lines, and angles to identify different properties of triangles including equilateral, isosceles, and scalene.

Central Focus of the Learning Segment

Draw, measure and identify angles, and classify shapes by properties of their sides, angles, and symmetry.

Standards and Objectives

Standards Addressed

List common core standards addressed in lesson.  If you are teaching science or social studies, use the appropriate IL Learning Standards (ILS).

CCSS.Math.Content.4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. CCSS.Math.Content.4.MD.C.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. CCSS.Math.Content.4.MD.C.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles.

Learning Objectives

List the specific objective(s) for the lesson. These should be aligned to the standards listed above.

Students will be able to measure and identify different types of angles based on their whole-number degrees using protractors. Students will be able to solve addition and subtraction problems to find unknown angles.

Describe the relationship of the objective to the central focus.

This objective relates to the central focus because students will be able to measure angles using degrees with whole numbers. Students will be able use this knowledge to find the measurements of unknown angles.

What background knowledge and skills do students need to access the lesson & participate fully?

Students will need to know how to add and subtract multi-digit whole numbers to help them identify the measurement of unknown angles.They will also need to know how draw a straight line using a ruler or straight edge. A section of this lesson also requires students to know how to tell time using the hands on a clock. Students will also have to know how to fold paper into equal fourths.

Academic Language

List the Academic Language including content vocabulary, and language forms and functions needed for this lesson.

Words: right triangle, acute triangle, obtuse triangle, degree(s) The language used is designed to help students identify different types of angles based on their measurements in degrees. Students will be drawing and identifying different types of angles based on their measurements using a protractor. They will also use this academic language in the next few lessons of the geometry unit when they explore properties of triangles and quadrilaterals.

What reading, writing, speaking and listening tasks will students engage that will require them to use this academic language and language forms and functions?

Students will be writing the academic language words on their note-taking sheet when they label models of angles that they build using popsicle sticks. They will also be writing the names of each angle on an assessment sheet. Students will use listening skills to pay attention to my directions during the lesson and information found in a short video clip that focus on the different types of angles. Students must also apply the academic language to answer questions during a SmartBoard activity. Students will work with their neighbors to identify different types of angles found both inside and outside of the classroom. When I call on a student, they will have to share their neighbors angle that they discovered and state what type of angle it is. An example would be, “Student A, can you share an angle that your neighbor found in the room, and also state what type of angle it is?” Student A responds: “My neighbor student B, found a right angle in the corner of the SmartBoard.”

How will understanding and being able to use this academic language help students attain the lesson objective?

The students will know how to identify and draw examples of the academic language in order to complete their note-taking sheet and assessment activity. They will be building and labeling each type of angle including right, acute, and obtuse. The academic language will also help students understand how to identify different types of angles using measurement in whole number degrees.

How will acquiring this academic language support students’ overall language development?

Acquiring this academic language will support student’s overall language development because they will be able to describe different geometric shapes that are found and used in their daily lives. An example might include how to describe the steepness of a hill that they will be traveling on, or how many degrees they should turn the handle of a wrench when they tighten or loosen a pipe in their home. Students can also use degrees in GPS systems when traveling to new locations.

Describe the specific instructional supports you will provide to help students understand and use this academic language during the lesson.

The academic language will first be introduced by myself and through a shortBrainPopvideo clip. Students will then use the academic language to answer questions during a SmartBoard activity. Next, students will use popsicle sticks to create labeled models of properties of shapes including, right, acute, and obtuse angles. Students will identify and share their neighbor’s angles that they have discovered within the room or from their own prior background knowledge.

Assessments

How will students demonstrate their understanding of the lesson content?

They will complete a popsicle stick note-taking activity. The activity is used to provide students a hands-on activity to help strengthen their comprehension of geometric properties. Students will also complete a worksheet where they will be required tomeasure different angles using whole number degrees. They will also complete a second worksheet where they identify different measurements of unknown angles using addition and subtraction.

In what ways will you monitor student learning during the lesson and how might this guide your instruction?

I will ask students to show thumbs up or thumbs down if they do or don’t understand certain parts of the lesson. I will ask the class if there any parts they would like me to repeat or to provide more examples. If a majority of the class shows signs of frustration, I will refrain from moving on with my lesson and try to identify what areas the students need more support in.

What criteria will you use to judge whether your students are/are not meeting the goals of the lesson during your instruction or small group activities?

I will be checking students popsicle note-taking sheets to make sure that they have followed my directions and example. I will also be using a checklist to make sure that students have correctly measured angles using their protractors correctly and identified the measurement of unknown angles.

What feedback will you provide?  How will your feedback support students in meeting the goals of the lesson?

I will be checking to make sure that students have correctly labeled and arranged their popsicle sticks on their note-taking sheets while I monitor the classroom. For this part of the lesson, my feed back will be conversational as I point the students attention to certain sections that they might need to fix or re-label. “For example: “I noticed that you followed my directions and created an excellent example of an acute angle.” Or, “It looks like you might have to make that obtuse angle have a larger measurement so it doesn’t get confused with a right angle.” “What could you add to your model to help someone understand that it was a perfect right angle?”  “I will also be writing comments on students assessment sheets to let them know that they need to make corrections by adding to their answers or changing them all together.

What evidence of student learning will you collect and in what ways will the evidence document student achievement?  (Provide the assessment task and evaluation criteria or rubric at the end of the lesson plan.)

I have included two activity sheets at the end of this lesson. I will grade the student’s worksheets using a checklist that will allow me to identify if the students have successfully understood the content correctly or if there are certain areas that I need to address with them.

How will you modify your assessment to address the needs of specific students?

The assessment item will be the same for the entire class, however I will allow students with lower math skills to work with a peer to complete their note-taking and activity sheets.I will modify the lesson by only requiring students to answer question #’s 1-4,7,& 9 on worksheet 1, and question #’s 1-4 on worksheet 2.

How is the assessment aligned with your objectives?

The assessment directly aligns with the objectives by having students measure angles with whole number degrees using protractors. Students also use addition and subtraction to identify the measurement of unknown angles.

Instructional strategies and learning tasks (Procedures & Timelines)

What will you say to communicate the learning goals and objectives to students?

“This afternoon we be continuing our unit on geometry.” “We will be completing a variety of tasks that will help you understand how to identify different types of angles by their measurements.”“ We will be using the SmartBoard along with popsicle sticks similar to yesterday’s lesson on line segments to help you understand these concepts.” “When we have finished this lesson, you will know how to measure and identify different types of angles using protractors and whole number degrees.”

Provide a sequential description of the procedures and activities for the lesson.  Include: a) Explanation (including academic language), b) Modeling (including use of academic language), c) Questions you will ask (checking for understanding and eliciting higher levels of thinking), d) Guided Practice (including use of academic language), e) Independent Practice (including use of academic language)

a)    Explanation: “We are going to begin by examining three different types of angles including right, acute, and obtuse.” “You may or may not have heard of these types of angles before, but today you will learn how to properly measure them using protractors.” “You will be using this information to build your own models of different types of angles and to answer questions on an activity sheet at the end of this lesson.” “This information will be useful when we start to explore other properties that make a shape later in the week.” We will begin by watching a quick video from BrainPop.com to help introduce the idea of measuring angles by whole number degrees. I would like you to pay attention to the three main types of angles including right, acute, and obtuse. You will be using these vocabulary words later in the lesson so it is important that you know what they mean. http://www.brainpop.com/math/geometryandmeasurement/angles/ b) Modeling:Next, I will direct the student’s attention towards the SmartBoard to model how to use a protractor to discover different angles measurements.http://exchange.smarttech.com/details.html?id=b2a51fd7-0992-409c-93eb-81ee990d8a4f “Here we have an example of a protractor that is measuring a 90 degree angle. “Only a 90 degree angle is referred to as a right angel.” “Notice how the base of the protractor is aligned a horizontal line of the right angle.” “The other line of the angle points to the 90 degree mark on our protractor.” “This is how we can confirm that this is a 90 degree right angle.” “Next, we have an example of a 45 degree angle.” “How can we tell that this is a 45 degree angle?” “Very good, because one line of the angle points to the 45 degree mark on the protractor.” “Any angle that is smaller than 90 degrees is referred to as an acute triangle.” “You can think of acute triangles as being “cute” or “small” like a puppy or kitten who is small or cute.” “Our next example is 120 degrees.” “This angle is larger than 90 degrees.” “Any angle that is larger than 90 degrees is referred to as an obtuse angle.” “I would like you to please stand up and follow me as we call out the names of different angles as we make them with our arms.” c) Questions: To check for understanding and elicit higher levels of thinking I will ask the following questions: ·         Where can you see right angles in our classroom? Your everyday life? ·         Where can you see acute angles in our classroom? Your everyday life? ·         Where can you see obtuse angles in our classroom? Your everyday life? ·         Explain to me how a straight line is considered to be a straight angle. ·         How does a round clock have angles? d) Guided Practice: “Okay, next we are going to build our own models of right, acute, and obtuse angles using popsicle sticks.” I would like you to begin by folding your paper in half vertically, and then folding it once more in half.” “When you open up the paper you should have four individual boxes that you will be putting your popsicle models in like you did yesterday.” “I would like you start by using your protractor to mark a right angle in the first box.” “After you mark your right angle, glue two popsicle sticks next to your marks.” Students will repeat this process for acute and obtuse angles. “Now, lets look at question number four on your first worksheet.” “Who can tell me what type of angle this is?” Alright, so if this is a right angle that is made out of two other angles where one angle is 50 degrees, how much should the other triangle be?” “Here is a clue, how many degrees did we say a right angle had to be?” e) Independent Practice: The students will then be asked to complete two worksheets focusing on right, acute, and obtuse angles. Students will identify the sum or difference of unknown angles that make up right, acute, and obtuse angles. The second worksheet requires students to measure different size angles using a protractor.

Closure

What questions or prompts will you use to elicit students’ articulation of their learning?

“Could someone please tell me a number in degrees that is bigger than a right angle.” “How about a number that is bigger than an acute angle?” “Name some different types of foods where angles are found.” “What type of job might require someone to understand how to measure angles?”

Student Supports

Consider the topic, skills, and strategies used in this lesson. Identify the specific instructional scaffolds that have been incorporated into the lesson.

I will be providing students several opportunities to learn new information by using a cartoon video-clip to help introduce the material. A SmartBoard activity will also allow students to measure and identify different types of angles including right, acute, and obtuse through the use of technology. A hands-on activity will also allow students to build models of right, acute, and obtuse angles using popsicle sticks. Students will also demonstrate their understanding on the material by completing an assessment activity sheet.

What are the places in your lesson where the content might be confusing?  What alternative ways will you use to present/explain the content if students are confused?

Students might be confused on how to measure angles correctly using a protractor. I will be leading students through a SmartBoard activity to help introduce this idea to them. Next, I will also lead students through an activity where they will use their own protractors to identify different angles’ measurements.

Describe additional supports that you will provide to ELL students.

None of the students in this class are ELL students. Although, If I did have an ELL student, I would provide worksheets that include the names of angles in their native language. If there were more than one ELL student with the same native language, I would pair these students with an English-speaking student so they can speak to someone in their own language and also work with the English language.

Describe additional supports you will provide to students who struggle.

I will pair students who need additional supports with peers who have demonstrated an understanding of the material. I will also be monitoring the room to help students who have questions about their activities.

Describe additional supports you will provide to students who learn quickly.

I will allow students who are quick learners and finish their homework early to help their neighbors if they show signs of struggling. I will also encourage these students to visit a website where they can practice working with angle measurements during a fun game. Students control a water cannon that is placed in the center of a circle. The students have to answer how many degrees the cannon should turn in order to squirt different objects including animals, people, and playground equipment. This website can be found at: http://www.kidsmathgamesonline.com/geometry/angles.html

Instructional Technology

What technology will be used in the lesson?

I will be using a computer, projector, and SmartBoard to show students a video clip and to guide them through a Smartboard activity. I will also use the ELMO to walk students through their popsicle note-taking activity with me.

Material Resources

List the handouts, notes, books, and other materials you will need for the lesson.

Pencils, markers, crayons, rulers, glue, popsicle sticks, computer paper, assessment worksheets 1 & 2, and checklist.

Reflective Post #3 Clark vs. Kozma, Constructivism, and Equity

Reconsidering Research on Learning from Media:

In his article, Richard Clark, sets out to inform people that the perception of media use in the classroom does not necessarily promote academic growth.  Clark suggests that media does not influence the achievement or ability, but rather the curriculum is responsible for the growth.  Clark cites several researchers and projects to prove his theory that media involvement doesn’t necessary correlate with academic growth and achievement.  He points to several experiments, where the media is incorporated and the results have little to no variation throughout.  Clark also adds that throughout the studies where a positive result occurred from the added media it was the various instructional methods that impacted the achievement, not necessarily the media.  Clark points out several studies in which student attitudes were taken into consideration.  The experiment showed that students who “thought” there was a test about the material scored higher than the students who thought the lesson was more for “entertainment.”  Similar results were found in experiments involving student achievement and enjoyment, thus backing up Clark’s claims.

Learning with Media:

In this article, Robert Kozma presents his challenge to Richard Clark’s article.  Kozma argues that media can influence the achievement of students by increasing the amount of learning and the variety of methods used to achieve said learning.  Kozma also states that “The relationship between the internal and external cognitive environments is explicitly addressed by the emerging discussion of distributed cognition.  Kozma also compares learning with different types of media (books, TV, computers, and multimedia).  He touches of the pros of utilizing all of these different types of media for one topic and the impact it can have on a student.  Each type of media offers a different symbol system and can positively influence a student’s understanding based on their best learning methods.  To conclude, Kozma states that some students will learn the material no matter what media it is being presented in while other students need to take advantage of a medium’s characteristics to build understanding.  Kozma ends by saying “Ultimately, our ability to take advantage of the power of emerging technologies will depend on the creativity of designers, their ability to exploit the capabilities of the media, and our understanding of the relationship between these capabilities and learning.”

Thinking Technology: Toward a Constructivist Design Model

Jonassen explains the basics of constructivism and the way it should look in a classroom.  Constructivism is where students “construct their own reality based on their perceptions of experiences, mental structures, and beliefs.”  The experiences a child goes through help them gain knowledge about the world around them.  Using previous experiences, the students gain an understanding through trial and error and collaboration with peers.  Constructivism focuses on real world knowledge through authentic tasks.  In the article, Jonassen describes the teacher’s role as a type of facilitator who promotes collaboration when dealing with a new experience.  The lessons are “driven” by the students, with the only thing being set in stone certain parameters (to reach the end goal), so the direction of the class is fairly adaptable.

Redefining Equity: Meaningful Uses of Technology in Learning Environments:

Robbin Chapman introduces the article by explaining how important technology can be for a classroom, but also how it can create a divide among the “haves” and “have-nots.”  The goal is to bridge the digital divide so students have equity in access and understanding of technology.  The equity also includes making meaningful use of technology, not just having fair access to technology.  To help meet that equity Chapman uses the constructionist approach that “children learn most effectively through active design and development of projects meaningful to them and the community around them.  Chapman addresses the issues school districts face: low-income, outdated technology, and underutilization of technologies.  To fight against these inequities, Chapman suggests the use of Community Technology Centers and The Computer Clubhouse Model.  These resources can help reduce the inequities and provide students with a curriculum that promotes technological fluency and a meaningful curriculum that relates to their interests.

Response:

                After reading the Kozma vs. Clark debate I believe the side of Kozma fits better with the experiences I’ve had in the classroom thus far.  While Clark does have valid points that the curriculum does have a major impact on the achievement of a student, I feel he really underplays the effects various media can have on the material.  I know we measure achievement by testing students so they can display their knowledge, understanding, and growth.  However, if a student is engaged in a lesson I think that means as much, if not more, than any test score could.  For example, I just assigned a project to my math class where students had a budget of $120.00 to spend on a birthday party for them and 4 friends.  They were in charge of making all arrangements, buying decorations, invitations, food, etc.  The students used the internet, newspapers, magazines, grocery stores, etc. to research what items to buy and how much the items would cost.  The main objective was to have students using addition and multiplication of decimals to find the total cost for their party.  I know there were several students who made mistakes in calculating, and several others who would not be able to show “achievement” on a test over adding/multiplying decimals, but all of the students were engaged in the project through the use of media.  The students were using their available resources and engaged in the project (which doesn’t happen all the time in math).  They were still utilizing skills they will likely use in the future.  Skills that may or may not be “tested” on an achievement type test.

                Jonassen’s article raised some very good points about incorporating constructivism into the classroom and how the use of technology can help enhance a student’s experiences.  When I think of constructivism I think of how off topic my own class can get at times and I feel that certain subjects cannot be taught with as much constructivism as others.  I understand that constructivism theory is set on engaging the students with real-world tasks so they can define the experience in their own way.  I also think back to my college course on theories and pedagogy, and we talked about incorporating constructivism without inputting your own ethical ideals.  This is something I feel would be very hard to do as an educator.  If a problem breaks out unrelated to the subject, it would be very hard to stand back and let the students figure out the problem without inserting my ideals and understandings.

                In Chapman’s article, I like how in depth the look at equity is.  We are not just talking about every child having a device to use, but also, how every child is using the device.  The example relating to the gender constraints when females and males were working at the CTC was eye opening.  Inequities are everywhere, and certain parameters need to be set to help ensure everyone has equal opportunities.

edX Demo Reflection

What are your thoughts on MOOCs in education? 

            I think MOOCs are a great way for students and adults alike to continue building their education.  These courses can be fun, engaging, and very educational to the participant.  MOOCs can help people become lifelong learners at an affordable cost, FREE!  I do not think MOOCs will replace higher education, however.  I still see college courses, online classes, etc. taking priority over a MOOC.

Are they the future of learning? 

            I don’t know if I believe MOOCs are the future of learning.  It is very cool that these courses are free and they have a certificate to show completion, but the drawbacks seem to outweigh the pros (at this point in time). I can see MOOCs becoming a great way for people to gain professional development or learn the basics of a topic before switching majors.  However, I still have doubts about the future of MOOCs.  How will they be funded?  This question is one that will have a major impact on the future of MOOCs, in my opinion.  IF MOOCs choose to have a small fee for entrance or assessments, this will deter people from participating.  The same can be said for MOOCs if they allow advertisements to help support their courses.  People will be fed up with “waiting/watching” an ad and the population of people who use MOOCs may decline.

Who do they benefit and who do they harm? 

            MOOCs benefit nearly anyone who would like to become a lifelong learner regardless of age, race, gender, etc.  Because MOOCs are open to anyone and they’re free, anyone can log in and learn more about a topic.  MOOCs can really benefit the workplace as well.  Professional development is a big part of most career paths, and companies/corporations/administrators are always looking for “cheap” ways to provide this professional development.  MOOCs can be the answer to that.

            At this point, the only real harm they do is to the other professional developments that might get passed up because they are more expensive.  I think in the future they could compete with college courses depending on two things.  One, how they will support themselves in terms of money, will they insert ads or will they start charging a fee.  Two, will the courses count towards a degree/credit hours, or will the classes only give a certificate of completion.

 Can you see them making their way into K-12 environments? 

            I can see MOOCs making their way into a k-12 environment, but I can’t see them replacing any of the high schools we currently have.  They are a great way to enhance the classroom and provide the teachers with technology resources and subject specific resources (depending on the course).  I could see teachers supplementing lessons and building off of the courses that are already used in MOOCs.  In the elementary grades it may be a little harder to incorporate MOOCs, but it can still be done.  I would think MOOCs would be more successful in home schooling situations where the “teacher” can pull from numerous resources or just have the student go through each course.

Reflective Post #2: MOOCs and BYOD

Will the Future of Education be Online, Open and Massive Summary:

            This article talks about the shift in education that we are experiencing, and the way people are connecting to one another through MOOCs.  A MOOC is a Massive Open Online Course that people use to learn more about a topic.  The resources are available online (massive) and free (open) for everyone to use and collaborate with.  The article talks a little bit about the “big three” in the MOOC world; Udacity, Coursera, and Udemy.  Most of these MOOCs offer a certificate upon completion, but they are not accredited classes for the general public.  The article also makes mention of the drawbacks about MOOCs.  One of the biggest drawbacks is the lack of income for MOOCs.  In the future they may put a fee on assessments or utilize advertisements throughout.  There are other skeptics who have raised the question about cheating on MOOCs.  The article gives us both sides to the current trend that is MOOCs.

Response:

            After reading the article I can see why MOOCs are very popular around the world.  They help people understand information and allow them to collaborate with one another in doing so.  The biggest factor (in my opinion) that draws people to MOOCs is the fact that they are free.  I do not think MOOCs would be as popular now if they had some sort of entrance fee or assessment fee associated with them.  While I can see that MOOCs have become very popular, I don’t think they will replace college courses or any type of higher education system we currently have because I don’t think they’ll be able to support themselves.  Eventually, MOOCs will need to charge a fee or utilize advertisements to keep running.  In doing so, it will make a majority of people unhappy and thus, steer them away from MOOCs.

Technology in Education: BYOD & Equitable Access Summary:

            In this article, McCallum talks about BYOD (Bring Your Own Device) and its current state in relation to our education system.  McCallum points out some of the benefits of implementing BYOD.  Included are: Lower cost for the school, students can access their work at school and at home, and teachers won’t be fighting over limited amounts of technology in our schools.  McCallum also points out some negatives of implementing BYOD, the biggest being money.  A lot of families can’t afford a device for their children.  They can’t afford apps, repairs, updates, crashes, viruses, etc.  In turn, these costs will increase the digital divide in the classroom if BYOD is implemented.

Response:

            I think BYOD can work for some school districts, but for most, it will not promote a “fair” environment for the students.  I look at my own school district and the populous that makes it up, and I have a hard time envisioning a majority of my students being able to afford a device for BYOD.  We are a K-12 building, and the High School has adopted BYOD, but no teachers have implemented full use of technology in their curriculum because not all the students have a device.  We have a limited number of laptops “floating” around the school, but again if one teacher is using it, it becomes unavailable for another class.  While BYOD does save the school district money it will alienate the students who can’t afford a device and increase the digital divide with the haves and have-nots.

Reflective Post #1: Digital Natives, Digital Immigrants

Are students today fundamentally different than students in the past?

I believe students today are the same fundamentally as students in the past.  I don’t believe the students have changed at all, but the world around them has changed.  The students of today still work toward the same “goals” as students of the past: acquiring a higher education and succeeding in everyday life.  The difference between students of the past and students of the present is the means to achieving these goals.  Students today have a surplus of resources available to use in finding the answer to any question they may have.  The rise of technology has impacted the way students learn and the way they’re taught, but fundamentally the students remain the same in my opinion.

Summary of Prensky’s Article:

                Prensky defines Digital Natives as “a “native speaker” of the digital language of computers, video games, and the internet.”

                Digital Immigrants are “Those of us who were not born into the digital world but have, at some later point in our lives, become fascinated by and adopted many or most aspects of the new technology are, and always will be compared to them.”

                In his article, Prensky refers to students of the present (2001) as being digital natives and educators or present (again 2001) as digital immigrants.  The article reflects on the upbringing of digital natives and what engages them (i.e. video games, short videos, multi-tasking, and frequent rewards).  The contrasting style of upbringing is having a huge impact on classroom interactions between the educator and students, according to the article.  Prensky goes on to say that “today’s teachers have to learn to communicate in the language and style of their students” meaning the curriculum that was used in the past needs to be re-evaluated and adapted to the students’ learning styles of the present.

Summary of DT Quin’s Blog:

                In his blog, DT Quin argues the ideas presented in Prensky’s article of the existence of digital natives and digital immigrants.  Quin’s blog was more recently published (2013) and he does acknowledge the fact that Prensky’s article could’ve been more relevant in 2001, but is not the case today.  Quin points out educators have also gone through changes in the digital era in the way they teach/present information, which is nearly the exact opposite of what Prensky asserts.  Quin is also in agreement with several topics presented in the Prensky article, like the learning style of the digital natives (attention spans decrease and “twitch speed” increase as humans are exposed to digital media).  Quin makes the point that the majority of educators are adapting to the digital era and that Prensky’s assertions are no longer relevant to today’s educational system.  Educators should continuously be thinking about ways to adapt their teaching strategies.

Re-evaluation of Opinion:

               After reading both the article and blog post, I stand by my opinion that students have not changed fundamentally, but technology has changed to education system.  The Quin blog post reflects my thoughts on the subject and I understand the struggles an educator faces to teach during the digital era.  The Prensky article is lacking of evidence to support the claim that students today have changed fundamentally from students of old.  I believe the terms used by Prensky are “out-dated” and less relevant in today’s digital society.  As an educator I believe we will always be facing changing times and adapting the strategies we use to promote learning in our classrooms and relate to our students.

About Me

Hello all, I am Travis Rettig and I reside in Arlington, OH.  I am currently a second year teacher at Arcadia Local School teaching fifth and sixth grade Math.  I graduated from BGSU and have lived/worked around the Findlay area my whole life.  One thing I really enjoy outside of the world of education is sports.  I love to watch/coach/play/discuss anything sports related.  I hope to get to know everyone and I hope you enjoy the winter weather.