Key to Inquiry Learning

My collection of words that I feel make up inquiry learning is put into a key. I chose a key because I feel that these words or items are important to learning. They are key ideas or thoughts that I believe help make up the inquiry learning process.

 

Before brainstorming mini-lessons…I apologize for any ramblings or not making sense. I have been fighting a “crud” since Thursday, but I’m trying my best to make coherent thoughts.

Now to brainstorm on my mini-lessons.  There are so many things that could be chosen. Considering that I am currently certified for Early Childhood Education, and I currently work in an elementary school tutoring 1st, 3rd, and 4th graders Reading and Math. I think that I would try to develop mini lessons for one of those grades.

The ideas here are by no means the final thoughts or ideas I have for my mini-lessons. As I mentioned before this is just a brainstorm.

I think for mini-lessons I could focus on grade four fractions. Fractions seem to be something that my students are having difficulties with.  As a school librarian, I would help to find books or interactive games/lessons that talk about or use fractions.  Then I would try to provide other technology tools to help engage, enhance, or extend the learning.

1. Authenticity: I think that the lesson has authenticity because fractions are all over. EVERYWHERE! If students have a min-lesson on finding fractions out and about, I think they would understand fractions better.

2. Deep Understanding: Through this study I want my students to understand that fractions happen in everyday items that we use.

3. Performance: Students would take pictures of fractions they see and post them in a blog or website.

4. Assessment: I would have a rubric for the students to follow. I would allow time to share or discuss findings.

5. Technology: Students could make a movie, take digital photos, create  a presentation, etc. then post it online.

6. Expertise: For this section, there could be a visitor/speaker to talk about how fractions are incorporated into their jobs. Or there could be a video for students to watch of an expert talking about it.

7. Success: I think for students to recognize success of their work, they should be provided with time to accomplish the task within the classroom. They should be allowed to discuss with others how their progress is going.

8. Citizenship: For students to have citizenship. They could reflect on their work.

I think the article by Keren-Kolb  is something that I will definitely refer back to when creating my mini-lessons. When I previously read the article I thought about how I could use it in another course that I am having to use technology in.  I think that it is very important to make sure that your students are Engaged; the lessons Enhance the learning of the topic; and that the lesson can Extend outside of the school.  We are supposed to provide children with knowledge to grow and use in the real-world. If the students don’t find the information relevant, then they won’t be motivated to learn it.

As said in the article by Laufenberg “They (students) have to be self-driven, independent thinkers.”

Goals and Growth Mindset

Let’s take a look back to my first blog “Goals!”  In this blog, I stated four goals that I wanted to accomplish for this class. Luckily for you, we won’t have to scroll down to that blog because I’m so kind I’ve pasted them right here:

1. Be able to keep up with the pace. It’s been a while since I have taken a course that was 8 weeks.
2. Become more familiar with platforms like Twitter; blogging; and PLNs. I don’t have much if any experience in any of these.
3. Learn how to find more relevant information for web searches on a specific topic.
4. Become comfortable with the skills I learn and use them in the future.

Okay, so those goals sound pretty reasonable, attainable, and workable. But if I am to have a growth mindset (which basically means that I accept mistakes; seek improvement; and have a willingness to continuously learn), what can be said about my goals?

Well let’s break it down.

1. Be able to keep up with the pace.

• I think for the most part;I have done this. However, there are things that I could do to improve my work ethic; such as designating a time each day to do the work. Also, to not be so lazy after work. While lounging around watching Ellen as a mental break sounds great, I can’t seem to find the motivation at times to read an article. Instead, the bed calls my name.

2. Become more familiar with platforms like Twitter; blogging; and PLNs.

• With this goal, I think that I could modify it as to include use Twitter, blogs, and your PLN more often. One cannot get familiar with something if they barely use it, correct? That’s what practice is for, and that is what using these platforms would be like: practice.
• Twitter: I have ventured out into finding authors I like. So I have sought out more things that interest me besides our class. However, I haven’t really tweeted a whole lot since I have had my Twitter account.
• Blogging: I think I could say that I like it. I think it is fun to post my thoughts and feelings on various subjects. It’s also neat and interesting to find other people that blog and share the same insights or even more innovative ideas.
• PLNs: This to me is just like a “nerdier” version of a Pinterest. I have used this more than I thought when I began this class. When I find things that are interesting and I think I can refer to them later, I put them into my PLN.

3. Learn how to find more relevant information for web searches on a specific topic.

• While I have learned how to make better searches. I still go back to some of my old habits. However, I do try to incorporate more commands when I am doing a search.
• I have found the tasks we’ve had to do in class, very helpful in helping me to find more relevant information.
• While I did feel a little dumb after completion of some of the tasks, it was a reflection for me that I needed to improve and which areas I needed to improve in.

4. Become comfortable with the skills I learn and use them in the future.

• This goal is still awaiting to be tackled. I think this goal will always be there. This goal to me is a not yet goal.
• While I may learn different tactics, I think that there will always be some new skill to improve upon.
• I think the skills I have learned in this class though, can assist me in my future endeavors. Whether it is searching for an article or topic; writing and maintaining a blog or PLN; or tweeting on Twitter. I think these things will help me to becoming a 21st Century Librarian/Teacher/Learner.

All in all, I think that I have a growth mindset (most of the time). I am always willing to learn to something new, even though I times I think that I am “smart.”  Smart is just a relative term depending on what you are doing.

But even though I may feel “smart” about some things, there is always a need for improvement. I’m not afraid of mistakes. I like seeking out new ideas and methods. I like to share my experiences and learn from others experiences.

When considering if I have growth mindset, it takes me back to an old undergraduate assignment that I found yesterday. It was a paper I wrote about my personality type. (You can go to this link to take the personality test– go to bottom of page to take test.) My personality type was ISTJ which stands for Introverted Sensing Thinking Judging. This personality type is for a person who wants to master things. Which is definitely me! That’s where I think growth mindset comes into play for me; because I am the type of person who wants to master something I am willing to accept new ideas and learn what I can.

While I may still be at that not yet stage, that’s okay! It just shows that I am still wanting to learn, and I am motivated for learning.

Letting Go

Lifelong learners: that is what we want our students to be. But how well are we really accomplishing this goal? According to the blog Great Teaching Means Letting Go by Grant Wiggins, and the webinar Inquiry: The Very First Step in the Process of Learning with Chris Lehmann, we as educators aren’t doing a very good job at it.

Wiggins states we need to teach students how to transfer their information, and know how to use it in other situations besides just the situation in which they learned the information. I totally agree with this.

I work in a classroom with three other teachers. We do remediation for 1st, 3rd, and 4th grade students 40 minutes a day in Language Arts and Mathematics.  Some days students come to each teacher (10 minutes or so at each table) and some days the students only come to two teachers (20 minutes). While in our groups we teach the students similar concepts (e.g., main idea and key details, character traits, comparing and contrasting, fractions, adding, subtracting, and multiplying). However, it seems that even though the students are receiving the same bit of information from every teacher when asked to perform; they look like deer in the headlights. The information is foreign to them as if speaking in another language.

I think the cause of this is the students’ previous learning and what they are learning in the regular classroom.  These students seem to need/want to be babied.  It’s as if you have to hold their hand through everything. You can’t just model the information for them, scaffold it, or ask them to discuss their learning amongst each other; they just freeze and wait for you to initiate the next steps. This is really discouraging to me. It shows me that the students aren’t making the connections they should. Their learning is not being transferred.

The way they are learning needs to be revised, but how effective would my teaching be on them (for the little time they see me) when they go back to their regular classroom?? Would they even be able to use any strategies/methods they have learned when their regular teacher is teaching them other ways?  Would they make that transfer from one environment to the other?? I don’t feel that these students are prepared for the bigger scheme of things: applying their learning within their life.

When I can tell a child that I’ll give him 10 Skittles but OOPS! I dropped 3 on the floor. How many Skittles are you going to get? He tells me that he’s going to have 13…there’s definitely a disconnect there! (I wish that would happen in my bank account- I’d be a millionaire!)

As for inquiry learning discussed by Lehmann. I think that classrooms need go in that direction. I think that students need to figure out things without so much assistance/leading by teachers. I think that it is great for them to discuss their learning.

Student-led…I’m for it!

Discovering information in their own way by using the strategies that work for them…please do!

I think these are important ideas because I think that helps prepare them more for the big picture. Hopefully they’ll realize that they have made a connection before and it can apply to their scenario now.

I think applying instructional technology and inquiry learning can work together. You can direct the student towards the objectives; but the students will learn about these things on their own. I think it can lead to great teaching. You just have to find out what interests and motivates your students.

I know that I am one of these teachers that doesn’t use inquiry learning. I can talk about it and say that it is a great idea, but I’m not applying it right now. I feel that is because I am in a classroom with three other teachers. I am not the lead teacher either. I’m just a “support beam.”

However, I think if I did have my own classroom and more time time with students besides 10 or 20 minutes a day, then I would love to try inquiry based learning. I would love to use more technology in instruction. I would love to be a great teacher because I am teaching my students to be GREAT, LIFE-LONG LEARNERS.

And these GREAT, LIFE-LONG LEARNERS would learn how to transfer their knowledge to real life to succeed in the BIGGER PICTURE.

Reflective Searching

Who’d have “thunk” it?!

I’m being catered to when I’m on the internet? I’ve got mixed feelings. I’m feeling bamboozled but in awe at the same time. I’m fascinated yet I don’t know if I really like it.

I was surprised to learn about the Filter Bubble. When I first read the words I was just thinking of certain things being blocked, for instance, when you are on a school computer and they have Youtube blocked because of certain content. I wasn’t think that the things I looked at on a regular basis or liked were controlling what search results I would get when I googled something. I mean, I knew that when on the internet I was tracked but for some reason I didn’t think what I did was being personalized.

When I read the article Escape Your Search Engine’s Filter Bubble, and followed the examples. I saw how my searches were personalized and being filtered:

• Barack Obama: I got biographical information and a link to Change.org
• Egypt: it gave me news information and climate information (because I previously looked up climate change)
• Guns: I got results to sites that sold guns and guns for sale.

These searches fascinated me and that is when I finally realized just what I read and watched about the filter bubble. The truth is scary!

Speaking of truths…I thought I was a pretty good searcher. I thought with my endless search results I always got, I was on the right track as a searcher. After completing the Google Challenge and completing the other class tasks I’m beginning to wonder what I’ve been missing or haven’t been exposed to. I’ll admit, as a searcher at times I’m probably like the “google generation” and younger ones. But I think everyone at some time or another is like the google generation.

When I do research on the internet: At times I don’t really evaluate the information in that moment, I may look for keywords or the pictures; print off the article; and then maybe perhaps I’ll look at the information again to use. Just like a squirrel, or should I say pack rat? However, when I am really interested in something then I think I take more time to evaluate the results I look at. Furthermore, I still remember those wonderful things called BOOKS and the library. Although, the internet is just so “accessible.”

(But let me know how “accessible” you think it is if you haven’t seen this video: Filter Bubble )

After reading and watching the posted articles from class. I think I will attempt to change my search habits. I will attempt the Google Tricks or perhaps use a different search engine to avoid tracking or the filter bubble. I know that Google offers an incognito window that supposedly doesn’t record your browsing or history, that could prevent the filter bubble as well. However, with all my Facebook likes, Pinterest interests, and even tweets; I wonder how much of the filter bubble can be popped.

As Dr. Repman says, “We live in a time of information abundance, not information scarcity.”

I just have to learn how reap the wealth of what I’m offered by becoming a better searcher.

Overwhelming Reflection

After reading and watching the four articles posted in our module, two words come to mind: Overwhelmed and Reflection.

These two words seem to sum up a commonality I found in all of the articles. In the video InfoWhelm,the facts were that our world is overwhelmed by technology output. We are putting out so much information that it is almost too much to fathom. The end of the video left me to reflect about technology and our dependency on it.

In the other three articles, I also found that these people were overwhelmed with technology.

• In Daily Info-Wrangling it seemed the author was overwhelmed with how much there is out there in feeds. He had to learn how to seek the information. He did daily reflections to decide what was the best way to share the information he learned and gathered.
• In Creating Classrooms  the author seemed to be a bit overwhelmed about how to approach using technology in the classroom. However, through the eight ideas they came to reflect that you can get students interested in the tasks and come to their own learning and motivation.
• Finally, in the article of The Journey from Digital Literacy to Digital Fluency the author was overwhelmed by all the language there is out there with technology. She reflected on her practices and decided it was best to learn how to integrate more technology into her life and learn the language. 
  

I reflect that technology is overwhelming,  it has and is becoming a more demanding part of our lives. It seems only right to teach others (our students) ways to utilize the tools they’re given and to allow them to drive their own learning. But to do this we need to become fluent in the operations of the technology we’re driven to use.

I think these articles can relate to my goals in that even though knowing I am going to be using Twitter, a blog, a PLN, and other Web 2.0 tools (in my other classes) can be daunting and overwhelming; Learning how to use these tools will help me to become more literate and fluent in the ways I utilize technology. Also using these technologies now, they can help me become more literate and fluent in how I use it in teaching others.

GOALS!

Blog…Take One!

So here I go my first blog of the year; semester; class.

Task #1: A brief reminder.

My name is Ashley: I love to read and work in my garden with the hubs.

Task #2: GOOOOOALS!

So taking this class the goals I hope to accomplish are to:

1. Be able to keep up with the pace. It’s been a while since I have taken a course that was 8 weeks.
2. Become more familiar with platforms like Twitter; blogging; and PLNs. I don’t have much if any experience in any of these.
3. Learn how to find more relevant information for web searches on a specific topic.
4. Become comfortable with the skills I learn and use them in the future.