Final Reflection: EDUC-6712I-5 Supporting Information Literacy and Online Inquiry in the Classroom

Throughout this course, I found that the most important new literacy skills are not based upon reading. Rather, they are based upon higher level thinking skills. Using the QUEST model students are urged to develop essential Questioning skills, Evaluate the information, Synthesize the information so that they have a deeper understanding, and then Transform this information into a meaningful learning experience (Eagleton & Dobler, 2007). Students will need to be able to read, but it is not all focused and centered around reading. Using the various skills mentioned above, students will develop essential 21^st century literacy skills needed to be successful in their future careers.

This course was very meaningful to me as an elementary Intervention Specialist. It is important for my students (at an early age) to develop researching and questioning skills because they will continue to use them as they progress through their schooling and later on in their life. After going through many of the steps with my students, I have found that we all, myself included, need to work on developing our higher level thinking skills. During my schooling, I could see how developing these skills each year would have helped me with college and in my current career as an educator. Therefore, I will continue to teach these concepts to my students and go through these essential steps to assist them with their questioning and researching skills. Personally, I will develop my skills more thoroughly while I am completing my research and searching for new ideas to implement into my classroom.

With the lesson we created in this course, I have used many pieces of it to assist my students in understanding the similarities and differences among holiday traditions around the world. They have found it meaningful and interesting. Although I wanted to finish the project before Winter break, we will finish it within the first couple of weeks after we return. One goal I would like to set for myself is developing additional research-based projects for each of my small group reading and writing classes. My goal for this year is to develop one project for each group. This will allow the students to be introduced to the QUEST process and develop a better understanding of how research can assist us with our learning. I feel that this will assist both my literacy and technology skills as well as my students. Fortunately, I will have the opportunity to work with many of my students the following year and will continue with the development of this process. I feel that this will be important for the students to develop consistency in their learning. They will then become more comfortable with the research process and will continue to build upon their skills to assist them in the future.

HAPPY HOLIDAYS!!

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Final Reflection for EDUC-6711

During my initial personal theory of learning summary, I mainly focused on the theories related to Howard Gardner. These theories continue to remain consistent with my current mindset, as I feel that all students possess various strengths. Although the strengths of our students are infinite, Howard Gardner continues to build upon the eight intelligences. Howard Gardner’s theory suggests that “every child is smart in his or her own way and possesses combined intelligences that should be encouraged to develop” (Lever-Duffy & McDonald, 2008, p. 19). As an Intervention Specialist, this statement is absolutely true! It is important as a teacher to identify their strengths, teach to their strengths, and build upon all other areas of learning using their strengths.

As we have discussed the importance of cooperative learning throughout this course, I feel that my personal learning theories now encompass Social Constructivist Learning theories as my main area of focus. Although I used cooperative learning previously in my classroom, I now understand the importance of using it in the classroom. While learning in cooperative groups, students can become actively engaged in constructing a product. “Technology can play a unique and vital role in cooperative learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 140). There are so many technological resources to use while collaborating in the classroom.

In my classroom, it is imperative that my students show growth throughout the school year in all content areas as well as their Individualized Education Program (IEP) goals and objectives. One are where I will immediately incorporate the use of technology into my classroom is through data collection. I will have the students collect and graph their own data for their IEP goals through Microsoft Excel. I feel that this will empower them to strive for more and understand what goals are set for them throughout the school year. In addition to data collection, I would like to incorporate Voice Thread technology into my teaching. Many of my students come to me at different times; therefore, with the use of Voice Thread, they will be able to communicate with their classmates and provide feedback at different times throughout the day. I feel that it could be a great learning experience for all of them. Another aspect of technology I would like to incorporate into my teaching is the use of Inspiration. As a collaborative project, students could work together to identify similarities and differences among character traits, settings, and plots. This would allow the students to be fully engaged in constructing a meaningful artifact to present to the class. They could also teach or share their findings with the class to meet the Ohio standards for oral presentations.

Within the first couple of weeks of class, it is my goal to set each student up with a personal folder to begin collecting data on their individual goals and objectives taken from their IEP’s. I want them to become familiar with the data collection, charts, and graphing tools through the use of Microsoft Excel. After the students become comfortable with the use of these tools, they can begin to chart their own data and look for patterns throughout the year. The data collection will continue to occur throughout the year so that students can see their growth and share their successes with others. Another goal for my students is to develop at least one Voice Thread presentation throughout the school year. I do not want to overload them right from the start with a mass amount of information; although, they are probably more proficient at using technology than I am. By November, it is my goal to have each student set up with a Voice Thread account so that they can begin to play with the various tools related to Voice Thread. It is a very easy to use program, so I think they will catch on quickly. Throughout the year, I would like for the students to answer questions through Voice Thread and dialogue back and forth with one another. By the end of the school year, I would like for my students to complete a collaborative project identifying information they learned throughout the year. The other students can then respond and share their experiences as well. The use of technology will continue to grow within my classroom this year.


Resources

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Application 5: Voice Thread

http://voicethread.com/#u429646.b573039.i3061132

Social Learning Theories

In this week’s learning resources, we were asked to reflect on the connection between the Cooperative Learning strategies, taken from Using Technology with Classroom Instruction that Works, and the Social Learning theories.

Social learning theorists believe that individuals learn best when they are actively engaged in interactions with others. These interactions are further enhanced when the group works together to construct a product, which builds upon the theories of Constructionism. One of the strategies described in Using Technology with Classroom Instruction that Works is the use of multimedia to develop cooperative learning. With the use of multimedia, such as creating a video, students are expected to work together to construct a final product. The social interactions in which the students engage continue to reflect upon their knowledge of the content matter. This allows students to create meaningful representations of their knowledge, while working in a safe and comfortable environment. “Both multimedia products and cooperative learning groups require attention to detail in the planning process” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). These types of activities are student-centered, allowing them to enhance their collaboration skills as well as content knowledge while they develop an effective final product.

Dr. Orey (2009) indicated that Lev Vygotsky, a social learning theorist, believed the “learner needs a more knowledgeable other” to continue development throughout the learning process. The use of cooperative learning within the classroom allows students who truly grasp the concept to assist others learn the material. In addition to peer and teacher support, we can look to technological resources on the web to find additional guidance with learning. One of the resources I found to be most beneficial in providing a “knowledgeable other” is WebQuest. Although I have not used this in my classroom, I have researched many of the sites and have found numerous activities for students and teachers to use in the classroom. One link in particular is called WebQuest Taskonomy http://webquest.sdsu.edu/taskonomy.html, where students can work together to complete a challenging task while developing critical thinking skills.

Technology enables teachers to develop lessons and activities that reflect the individual ability levels of each student in the classroom. It allows students of varying ability levels to construct meaningful learning activities while building on their communication and collaboration skills. Lev Vygotsky’s “Zone of proximal development” is described as “what the child is able to learn at this time” (Orey, 2009). We are aware of our students’ individual needs; we know that our students learn in different ways and at a different pace. Providing students with the opportunity to use communication software to enhance their learning is essential in effective classrooms today. The use of blogging and instant messaging allows students to communicate at their level, their pace, and potentially with individuals from all around the world. The opportunities for communication are endless with the technological resources that continue to develop.

Resources

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Social Learning Theories”. (Laureate, CD-ROM, 2009 release).

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructionist Learning Theories

For this week’s application, we were asked to correlate the instructional strategies learned through our textbook, Using Technology with Classroom Instruction that Works, and the constructivist/constructionist learning theories.

Constructionist learning theories are based upon students actively engaging in learning through building or “constructing” artifacts, resulting in their in-depth understanding of the material. Dr. Michael Orey (2009) discusses the term equilibration, “the process of achieving a balance between differences in external reality and one’s current beliefs and understandings.” He explains that our brains want to be in a state of equilibration, but learning takes place through disequilibration, allowing the brain to form assimilations and/or accommodations. In order to help students form assimilations and accommodations for new subject matter in our classrooms, it is important to allow them to develop higher level thinking skills through “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 202-216).

The use of Microsoft Excel to investigate and explore information in spreadsheets, graphs, and charts, allows students to actively construct artifacts which they can share with others. It also allows students to develop critical thinking skills, like trial and error, to actively engage themselves in finding solutions to problems. Many of the examples shown in the textbook, Using Technology with Classroom Instruction that Works, use real-life situations for the students to practice budgeting, saving, and spending their money effectively. The ability to appropriately budget money is a life-long skill that many individuals struggle with throughout their lives. Using a program like Excel to interactively adjust saving and spending costs creates various avenues of self-discovery for students. The students are not only engaged in the material, they are also experiencing an understanding of real life situations. This will lead the students to further develop their understanding through assimilation and possibly accommodation.

One aspect of the constructionist learning theory I find interesting is that “knowledge is unique to the individual who constructs it” (Lever-Duffy & McDonald, 2008, p.16). This is ever so true in our classrooms today, as each student interprets information in a way that suits them. For our students to individualize their learning, it is important to incorporate technology into the classroom. Through the use of data collection tools, we can individualize instruction for each student, allowing them to solve and generate various problems. Data collection tools allow the class to identify specific questions, make educated predictions or hypotheses, research their answers, and identify if their predictions were accurate or not. Throughout the process the students are constructing graphs, collaborating with their classmates to identify accurate solutions, and actively engaging themselves in the subject matter.

With the use of web resources, such as interactive games, students are continuously solving problems and developing their critical thinking skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that “simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213). The constructionist learning theorists are consistent with identifying that students learn best when they are actively engaged in building something. In the interactive gaming world, students have the ability to construct or design almost anything that comes to mind with the technology we have today.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Constructionist and Constructivist Learning Theories”. (Laureate, CD-ROM, 2009 release).

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

For this week’s assignment, we were asked to identify how the resources and instructional strategies directly relate to the cognitive learning theories. Let me first begin by discussing how using “cues, questions, and advance organizers” correlate with the cognitive learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 73-85). The cognitive learning theories focus on “cognition-the act or process of knowing” (Smith, 1999). They place emphasis on how the brain builds connections using prior knowledge, experiencing specific events in one’s life (also known as episodic), and elaboration. By using word processing applications, such as expository, narrative, or graphic advance organizers, students can create connections between the information they learn in class and the information they implement through technology. For example, students who are learning about the United States of America can use expository advance organizers to develop brochures for a specific state they may be studying. This allows the students to research specific facts regarding their state, identify events that occurred within their state that influenced America, and develop an understanding of the culture of the people who live in their state. Creating a brochure will help the students to develop a better understanding of the state they chose to research. “Such tools allow students to connect new information to prior knowledge therefore students are building a larger array of information” (Robertson, Elliot, & Robinson, 2007). Another technological resource tool described by Pitler, Hubbell, Kuhn, & Malenoski, 2007, is using Kidspiration for cueing and questioning (pp.78-80). With the use of Kindspiration, teachers can exercise the students’ minds using cuing and questioning to promote higher-level thinking before, during, and after the lesson. Kidspiration also allows the students to visually connect the images they see to the information they learn. Many cognitive theorists believe that the connection of visual pictures is important for students, as they are more easily able to remember a picture or an event than words written in a text book.

Many students (and adults for that matter) struggle with summarizing and note taking. The ability to decipher what information is important and information that is less significant is a difficult task; although, Pitler, Hubbell, Kuhn, & Malenoski, 2007, suggest numerous resources using technology to enhance these skills. Many students are visual learners and cognitive theorists believe that connecting information with images is an effective way for the brain to process information; therefore, the use of Microsoft Word to aid in teaching summarization skills is effective. When using Microsoft Word to cross out insignificant information and highlight important facts, students can actively absorb and implement the use of summarization throughout their learning. Students can also become actively engaged in their note taking skills. Pitler, Hubbell, Kuhn, & Malenoski, 2007, indicate that the use of Inspiration is an effective tool for students to develop appropriate note taking skills (pp. 128-130). Students can create concept maps using Inspiration to identify important information and increase the connections they made throughout the lesson. This allows students to build on their connections to transfer information into their long-term memory. Dr. Orey, 2009, stated that “long-term memories are stored in networks of information.” Concept mapping is one way for students to develop this network of information, which will allow them to remember the information for a long time to come.

Virtual field trip tools are a great resource for students to develop a better understanding of the learning material. Especially with the lack of funding in many school districts, virtual tours allow all students to establish real life connections with the material they are learning in class. Cognitive theorists believe that by integrating multiple types of sensory, individuals are more likely to remember the information. Taking virtual tours allow students to incorporate multiple senses into their learning simultaneously. They are able to compare the information they view in their text books to the real event. Virtual tours, which reflect information learned in class, engage students and help them to build upon their knowledge. Through specific teacher questioning and the use of virtual tours, students can continue to make connections and build upon their higher level thinking skills.

Orey, M. (2009, March). Bridging Learning Theory, Instruction, and Technology. “Cognitive Learning Theories”. (Laureate, CD-ROM, 2009 release).

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

For our second week’s application in the course Bridging Learning Theory, Instruction, and Technology, we were asked to correlate the instructional strategies given through our course resources to the theory of behaviorism.

Chapter 8 focuses on “Reinforcing Effort” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.155-164). Many of my students struggle with putting forth consistent effort during daily classroom activities. They often rely on assistance from others to keep them motivated and on task. In my classroom, I really focus on connecting effort with success. When students value their work, they are more likely to put forth consistent effort and achieve more as a result. Furthermore, thinking from the viewpoint of a behaviorist, students value the positive feedback they receive from their peers and teachers when they are showing appropriate effort in their daily work. They continue to seek that positive reinforcement as their effort grows in the classroom and at home.

The Spreadsheet Software displayed in Chapter 8 shows great potential for students who are unable to relate their behavior, effort, and grades. Not only does this allow students to enhance their self-monitoring skills, it also allows students to see what is expected of them in the classroom. This enables students to identify where they stand and what actions they need to perform in order to achieve desirable behaviors. As Hubbell, Kuhn, Malenoski, & Pitler (2007) suggest: “many attribute their success or failure to external factors” (p. 156). This type of spreadsheet holds each student accountable for their own behaviors and actions. Furthermore, many students are visual learners. The ability to create, chart, and then graph their individual effort would prove to be extremely beneficial for the students in the class. In the classroom, I could see how the students would continue to be motivated to put forth consistent effort as they graph their results. The positive reinforcement would be more individualized, which would allow students to incorporate self-monitoring skills with technology to build on 21st century skills.

Chapter 10 focuses on “Homework and Practice” (Hubbell, Kuhn, Malenoski, & Pitler, 2007, pp.187-201). Homework is an essential piece for students to continue to build on their knowledge and concepts learned throughout class. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p.19). In response to homework, students are more likely to complete homework when there are given set rules and expectations, in addition to consequences if homework is not completed. Furthermore, students will have a positive view on homework assignments if they are able to use a variety of technological resources to further develop their knowledge of the classroom instruction. The students will not only enjoy completing their homework, they will also receive positive feedback from the teacher, which will create a positive desire to complete homework assignments. The students could chart their completed homework assignments in addition to their test scores to see the connection between homework and final grades. This would continue to motivate students to complete their homework, as they are receiving a desirable response.

Behaviorism occurs within our classrooms on a daily basis, whether we believe it or not. As teachers, we consistently model appropriate behavior for our students. We create rules and procedures for students to follow so that they are aware of accepted behaviors and consequences for their behaviors. We reward positive behavior and actions, knowing that other students will pick up on these behaviors and follow accordingly. We provide our students with consequences so that they will learn right from wrong. In general, human beings seek positive responses, and we as educators demonstrate that on a daily basis.

Final Reflection

This course has opened numerous technological avenues for me as a teacher. After taking this course, I have been exposed to the use of blogging, wikis, and podcasting, which can all be incorporated into the classroom. Through blogging, I have been able to read up on up to date research on technology. In addition, I have been able to communicate with teachers around the world to understand various views of education, how different school systems and states are teaching technology in their school systems, and finding resources to share with my own students in my classroom. Wikis have allowed me to find various resources in one location to assist with the development of technology in the schools. The use of podcasting can be used as a resource for students to develop interpersonal skills and communication skills which will be useful skills for the 21st century. By learning these technological skills, I have been able to develop lesson plans using these types of technology in my classroom.

Technology has always been an important part of my life. On a daily basis, I rely on technology to accomplish everyday tasks. I have always known that it is important to teach our students life skills to succeed in the future, but this course has helped me realize the true importance of technology in these students’ lives. After reading up on the weekly course material, it is clear to me that it is our responsibility to provide our students with the necessary 21st century skills to find future success. Some skills that I am focusing on in the classroom are critical thinking skills, creativity, and self reliance. I know that by teaching the students at a young age to learn these necessary skills will provide them with a more promising future.

This course has truly changed my perspective as a teacher to allow students to complete daily tasks and assignments using their creative ideas rather than assigning specific topics. It has helped transform my teaching style to incorporate activities that allow the students to use self discovery and communication skills to learn new information. Initially, I thought it would be more difficult to incorporate these types of lesson plans and activities into the classroom. After applying them to my teaching, I have found that it is easier to build lessons around the students; it has made learning more interesting and easier to plan because the students determine the rate of instruction. The focus on learner-centered activities enables the students to learn at their own pace, collaborate with their classmates to discover new information, and build upon 21st century skills.

In order to continue to build upon my current technological skills, I plan to continue to stay up to date with research regarding technology and education. I will continue to communicate with other teachers through blogging to find new strategies and discover what teachers around the world are teaching their students. My lessons will focus on the Ohio content standards in addition to the NETS standards to make sure students are progressing with their academic and technological needs. Finally, I will continue to take courses through Walden University to enhance my knowledge of technology in the classroom; I will use the information learned through these courses and apply it to my current teaching assignment.

One goal I have set for myself is to use the SMARTBOARD in my classroom to assist with student learning more consistently. Currently, the teachers share 1 board among each grade level. We typically have the equipment for one week and rotate among 5 other teachers. This does not allow me much time to practice with the equipment in order to plan detailed lessons using this type of technology. To help achieve my goal, the school and PTO at my school are holding fundraisers to raise money for more SMARTBOARDS in our school. We have already raised enough money for 3 new boards, which will be distributed throughout the school. By having easier access to technology, it will allow me to continue to develop my skills using different types of technology, like SMARTBOARDS. I plan to take professional development courses which focus on using the SMARTBOARD in the classroom and becoming more comfortable with it. Then I will take that information and implement it into my classroom for the academic development of my students.

A second goal I have for next year is to become a Technology support assistant for teachers at my school who may have complications or questions regarding technology. There are currently two teachers who hold this position at my school, and I would like to add to their support system. I plan to apply for the position in the Fall, and will take the required courses provided through my school district to become a Technology support assistant.

After referring back to the checklist from the first week of this course, many of my answers have changed from rarely used to sometimes or often. In my classroom, I am continuing to develop the necessary skills of collaboration to accomplish a task whereas before I was using these skills rarely. I am more focused on the importance of using real-world problem-solving strategies, but I feel that I am consistent with my past use and current use in this area. Since I have learned new modes to communicate through technology, I have passed that knowledge along to my students. Therefore, we are using various types of technology in the classroom on a daily basis in numerous activities, which is much more than what we were doing before this course began. Students continue to share their writing and their work, but they now have more options to prepare their information. At my school, the biggest change I have experienced is I am more determined to notify teachers of the importance of using technology in the classroom. I share the information I have learned with the teachers in my school, which I think is important. Teachers are more comfortable coming to me with questions about technology because of my experience with this course. I have been using research based information to apply new techniques to the overall learning in my classroom, and it has been extremely beneficial for me as a teacher as well as the students as learners.

Education in the 21st Century

My initial reaction to the Partnership’s for the 21st Century Skills website http://www.21stcenturyskills.org/ was extremely positive. I find it extremely important for educators to come together with individuals in the business profession to find a common goal: educating our students to be prepared and successful in the 21st century. Our education system has strayed far from the importance of preparing our students to lead successful lives. Our current students are the future leaders of tomorrow, and we need to prepare them for the obstacles ahead. This will not be achieved through standardized tests and teaching to the test. It will be achieved by taking content standards and tweaking them so that they directly apply to the students’ lives. It will be achieved by bringing technology into the classrooms so that students can research and collaborate with one another. It will be achieved through allowing creativity to shine in the classroom and build upon it in the community.

After examining this website, I was somewhat surprised to see that there is so much support for the motivated individuals who are taking a stand for future accomplishments. They are demanding a change in our school systems and have a lot of research and resources to back up their views. They have up to date information on where our lives are heading and ways to improve them. This website has a wealth of information not only for educators, but for all individuals who are interested in future progress of our schools and country.

There are many views as to where our future education should take us. My personal opinion is that we have to get out of the mindset that standardized tests are the way of education. Our students are missing out on opportunities that will guide their way of thinking for their future. These tests are shutting down the creative side of our students, which only hurts us as a nation. I feel that we need to find a balance between the content knowledge and testing of our students and the developmental technology we use to teach our students to live and succeed in the real world. This balance will not necessarily be an easy task, but it is possible and necessary.

For the students of today and leaders of tomorrow, it is imperative that they learn academic skills and knowledge required by the government. More importantly, this information should be used to provoke ongoing creativity and critical thinking skills, while using technology as a resource to aid in this development. As educators, we are responsible for teaching our students the applications to the content standards. It is our job to show our students how this information relates to their current and future lives while building upon it throughout their school aged years. We must expose our students to as many learning tools as possible so that they can easily adapt to the changes in their environments when new technologies are formed. We must work together with the business world to help guide our focus on technology in education.

Blogs! Blogs! Blogs!

For my current students, I can see how they can grow into blogs, but as of right now, many of them are still struggling to read and write. On my caseload, I have 7 students in grades K-4 with both behavioral and academic needs. Out of those 7, 2 of them are able to read and write well enough to blog their ideas independently. I could see blogging working for both of them. For the other 5, I think it would be interesting for them to use blogging as a resource tool, but they would need a "scribe"/typer and a reader to use it effectively. They would not be able to blog independently because they do not have the necessary skills of reading and writing to accomplish this task.

One area where I could see blogging to be beneficial is in Writing Workshop. I think it would be interesting to see what the students were able to write knowing that an audience would be reading and reacting to their writing. I feel that it is important for the students to develop the necessary skills of paper and pencil writing as well as the ability to type their writing. After the students typed their stories into a blog, they could respond to their classmates' pieces of work with a comment, a question, or a suggestion on how to improve the piece of writing. The students may be more receptive to this type of constructive criticism because it is personal and is coming from their peers. (The teacher could always post a response blog as well.) This type of blogging lesson could be used to showcase their work in addition to using it as a learning opportunity.

Group Work Jobs Assignments

Many teachers, including myself, have had trouble with students who do not pull their weight during group work sessions. In these instances, it is very important for the teacher to be a part of the groups' lessons and educate using a team approach. In a team approach, the students are all assigned specific jobs while working in their group. Since they each have a job, they are all graded on their individual job as well as their final group product. It is much easier as a teacher to see which students are pulling their weight and which students need more guidance using this type of team building approach.

The specific jobs assigned to students can differ depending on the tasks/lessons. The ones I use most often are: the facilitator, the recorder, the time keeper, the supply manager, and the motivator. The facilitator is responsible for guiding the group. They are the leader of the group and ensure all students are working together on the specific assignment. The recorder is the student who is in charge of writing down what the group has discussed and figured out while carrying out the tasks of the assignment. The time keeper makes sure that the group is moving at the appropriate pace. They are responsible for moving from one topic to the next so that they complete the assignment during the scheduled time. The supply manager is responsible for getting all of the materials needed to complete the assignment. The motivator is like the peace keeper. This student ensures that everyone is on topic and provides positive insight to what the students are saying. The motivator keeps the team's spirits high.

As you can tell, many of the job descriptions overlap one another, so that they all can work together on a common goal: learning. It really keeps the team focused on the assignment, and everyone keeps one another in check. The students know that they are graded on their individual tasks as well as their final product, so they work toward achieving these goals. The teacher is able to observe each group and how each student is carrying out their specific job. Throughout the year, the students are introduced to all of these various positions. The teacher can assign the students to roles that best suit them, or the teacher can assign students to roles that are more challenging, which enable students to use their brains in various ways. By the end of the school year, the groups work like clock work. This really assists students who struggle with group work to know what their role is and apply it to the learning of the group.

Language and Group Work

Dr. Eugene Garcia stated that language needs to be used in order for students to develop the necessary skills of the language. In the classrooms at my current elementary school, I have seen a change in the way the teachers teach their students, especially compared to my experience in grade school. There is a lot of action and discussion in the classrooms. I remember a college professor's words of wisdom when she spoke of conversational classrooms. She stated that a silent classroom should worry the teacher, while an active and social classroom guides learning. This is true for all students who are learning to interact, speak, and learn the language. This applies to all grade levels and all learners.

I feel that it is beneficial for students to work in small groups of no more than 5 students. This helps to divide the work evenly so all members can contribute. (Although, whole group discussions can be beneficial as well.) In small groups, the students can easily discuss the material and feel that their voices are heard while in a safe and comforting environment. The students who are learning English can practice the language in these small non-threatening situations. Practicing and experiencing the language is essential to learning it. The students and teacher work together to guide one another to the main idea of the lesson, while discussing the similarities and differences in opinions. This also allows students to interact with other students who they may not otherwise interact with on a daily basis. The idea of group learning has a multitude of benefits for the learning in the classroom.

CREDE Standards

What strategies really work for English Language Learners? According to Dr. Roland Tharp, from the Center for Research on Education, Diversity, and Excellence (CREDE), he expresses that there are five strategies that teachers should use to become more successful at reaching their students, particularly students who are learning English. I feel that the most important standard to focus on as a teacher is Dr. Tharp's first standard, teachers and students working together. It is imperative that teachers form good relationships with their students. Furthermore, students and teachers should work together to enhance their learning. Students cannot learn everything on their own; teachers cannot teach everything on their own and expect students to just get it. There has to be a team approach to learning. In my classroom, I have many students who are very dependent on adults; they seek adult attention constantly.

I have been reading about various strategies to help students work toward helping themselves while still working with them to achieve this independence. One strategy I found useful while reading 50 Strategies for Teaching English Language Learners by Herrell & Jordan was to have the students brainstorm ideas as a group of how to seek help from others appropriately. After the group brainstorming session, the students and teacher work together to achieve these goals. The students tally each time they use a strategy discussed in the brainstorming session and each time they do not. Then the group reconvenes and discusses their progress. The teacher and student collaborative learning is extremely beneficial with this lesson.