Blind Ambition

This is a short film addressing the achievement gaps of students with disabilities. In this case we looked into the important role of braille in education for the blind.

Journal 10: Making History by Esther Shein

     This article documents three teachers experiences using collaborative, technology-infused, project-based learning projects.  Each noticed that sometimes paper/book based learning is limited in terms of engaging students. Each wanted to engage their students in a fun and creative way in order to really spark their interest in the subject matter.  They chose interactive, hands-on, real life simulations in order to get their students involved and excited. The technology used in project-based learning is not meant to substitute traditional methods, but to take them further; to process and really put concepts and principals into action.  Before using any project technology, a thorough lesson is presented.  Because today's kids have grown up in a technological world, they relate and respond well to techno based projects. It's really fun for them, which of course enhances the learning experience.  

     Collaboration is key.  Each teacher had their students work in groups and was amazed at how thorough a job the kids did. This occurred because they were using creative tools which sparked their interest in things not necessarily outlined in the assignment, yet information that is a vital compliment to the subject matter. An example was when middle schoolers made a podcast based on an event from WWII. Each person on the team had a role, they brainstormed, collected video and audio clips (provided by the teacher) as well as background information to understand their event.  Her students were amazed at what they learned, some of which they had not learned in traditional history books. Another plus when using technology in collaborating on a project is if a member of the team is sick, they can still communicate and possibly participate in the project from home. In other words, the assignment is not held up because the cameraman is home with a cold!

     Hands on experience is also a very important part of the learning process. One high school teacher had a difficult time exciting her students with a paper based simulation activity which would teach her students how to run a business.  She had no success getting her students involved.  She found a program which simulated business situations.  The students worked in two teams running multi-million dollar corporations.  They had to do everything involved in running a business: marketing, manufacturing, financing projects etc.  At the end of the semester a mock boardroom meeting was held and the students came dressed as business people and gave a PowerPoint presentation displaying their results. They learned how to analyze their strategies and each member of the team was held directly accountable for their decision in running the company.  She, too, was surprised at what came out of the projects and how integrated the material had become, even in casual conversations, and how well her students worked together.

    Am I going to use this in my class? Absolutely.  This article really excited me. I love to see kids enjoy what they are learning. They are so creative, and come up with really incredible insights. I think these types of projects build a strong team class culture, enhance esteem when they see the results of their efforts and really allows all types of learners to digest material thoroughly....and not painfully!  What is the best way to structure a techno project based activity?  First the material must be presented in class, read, discussed. The project is then introduced conceptually to students.  Whatever software or web-based material is going to be used is introduced and "played with" so that the students are comfortable with it and know what it offers.  A rubric is handed out detailing the steps of the assignment.  Teams/groups are picked.  The groups have ample time to brainstorm and create. The groups present their projects....and all is well and fun. 

Journal 9: Avoiding the 5 Most Common Mistakes in Using Blogs with Students by Ruth Reynard, Ph.D.

     The first thing that struck me about this article is that by having students create their own blogs, you encourage them to actually own use their minds for something other than repeating verbatim, information learned in class.  The reason this strikes me is because when I went to Grad School at San Jose State, I noticed how afraid the students were of not following exactly what they thought was being asked of them.  My professors had to push them to form their own opinions of the materials being presented.  Having students start to feel the power and freedom of being able to agree, disagree, form a conclusion and see how a concept may apply to life outside of class is such a powerful way of getting students to integrate information. It also makes them feel as though their opinions are valued.

     This article basically laid out points on how teachers should structure the use of a blog and how to decide whether or not it's the appropriate tool to use in class.  My experience working with children and teens has made me a very strong advocate of well laid out, clear structure as well as the ability for the student to make choices.....limited choices..... based on the structure!  Without clear guidelines for usage and reasons why this is a "cool" way to do the lesson, students may get discouraged and not participate. 

      Structured lesson plans are required so that students are presented with the objectives of the lesson i.e. analysis of material, synthesis, new ideas, and real life applications.  Students should be given an ample amount of time in class to research and  prepare the material they will eventually post.  THEN, they post. Step by step.  The teacher should, as the students post blogs, comment on the posts so that there's a structured procession throughout the lesson. 

     The guidelines for grading student's blogs need to be clearly defined in rubrics so that students know what they're being assessed on.  If the grading parameters are not clearly defined, some students will become discouraged and not participate. 

     Finally, the instructor must be sure that blogging is the correct tool for the academic goal.  Blogs are individual publications, they are not interactive, therefore the students can not have an on-line debate or discussion.

     My questions are: What are the most important contributions that I would make to my students by using this tool in class?  I would love to help instill pride in their own voices.  Creativity regarding how one views certain lessons.  I think it would raise self-esteem and enrich a lesson tremendously.   

What's the fallback?  I would need to be prepared and willing to spend a lot of extra time reading and responding to each blog, but I could do it from any computer so that would be handy.