Blog Activity #4: Instructional Strategies

What are Learning Strategies?

While some students may excel in content mastery with no problems, others must utilize specific strategies in order to become successful. Even students who find no issue with some content must utilize learning strategies for other content. Learning Strategies are essentially what the name implies. They are strategies which help students learn. Specifically, learning strategies are ways in which individuals organize and use skills in order to learn content or accomplish a specific skill. Students learn these strategies through a process facilitated by their teacher which includes a pretest, description of the strategy, modeling, practice, and a posttest. As students grow and as more is demanded of them, they may find they rely more on learning strategies than before. Reference: Freeman, Jason R. (2004). Learning Strategies. Retrieved from http://www.ldonline.org/article/Learning_Strategies

Strategy	Teacher	Learner
Interdisciplinary Teaching	Collaborate with other teachers to combine multiple contents into one lesson. Work with the other teacher(s) to most effectively teach the material, and you’re a deeper understanding of your own content and how it relates to other academic areas.	Make connections between multiple content areas, fully participate in activities for each area as well as combined activities. This strategy helps students understand how different contents can connect, and helps them to remember information across contents.
Service Learning	Appropriately combine lessons and academic content with some form of service project. Ensure students understand the connections between the content and service. Supervise as students complete the project.	Fully participate in the service project, making connections to the academic content as you go. Reflect on what was accomplished and how the content and civic service relate.
Make Predictions	Utilize questions to prompt students as they make guesses as to what may happen next. Guide the discussion, stop reading at the appropriate places to make predictions.	Utilizing context clues, make guesses as to what will happen next. Fully participate in the discussion, and give reasoning behind your predictions.
Monitor	Facilitate and/or prompt student self-assessment as they work. Utilize tools such as check lists, progress reports, and graphic organizers.	Check progress, comprehension, and production as the task is completed. As you work, be sure that your work makes sense and is completed in a timely manner.

Blog Activity #3

Blog Activity 2: Locate/Research Teaching Resources

Brittney Noland

February 16, 2017

ETEC 424: R. Wolfe

Teaching Resources

Clickers can be extremely useful in the classroom to facilitate discussion and gain immediate feedback from students, allowing educators to best tailor lessons to what most needs to be covered. In my own classroom, I mostly visualize clickers or a similar program being used for reviews and discussions. As the video stated, I would not make the clickers a large part of student grades, resulting in less pressure for the students to get the correct answer and allowing for students to calmly recall answers and discuss thoughts. Similarly, as discussed in the video, it is important for students to understand why clickers are being utilized so that they do not feel that they are being tracked or tested. With clickers, students will be allowed to display knowledge, discuss a variety of in-depth topics, and more actively participate in the structuring of class time, including just how in-depth certain topics are covered.

Information visualization tools, such as Instagrok, can be useful for outside study and review of key words, definitions, and topics covered in class. Personally, as a theatre teacher, this would be extremely useful in displaying how the many areas of theatre connect to each other. While it may take time to learn and perfect, an information visualization tool like Instagrok can be incredibly beneficial to students. With related nodes, drop-down menus, and links to websites, photos, videos, and other information attached to each node on the visualization tool, programs such as Instagrok can prove incredibly useful, particularly for visual learners. I would use such a tool as a supplement. I would not necessarily make this a requirement, as some students may not process information in a visual format as well as others, but for those who are visual learners and choose to study with this tool, Instagrok and programs like it could be groundbreaking.

As stated in the article, games within the classroom can include anything from board games to video games and from professionally designed and crafted games to handmade and student-written games. As it is, games play a large role in a theatrical classroom. From warm-ups, to team building, to honing improvisational skills, games are a great way to get students on their feet and actively engaged in the theatrical learning process. Games can be utilized in a number of ways within the classroom, from initial teaching to reviews and rewards. In addition to using more traditional theatre games, I would be willing to adapt other games to suit theatrical needs or concepts, so long as my students were engaged and learning. For example, I might allow students to use a video game platform to design sets and costumes, or allow them to do a character profile based on their online avatars.

            Students today are using technology more than ever before. These numbers will only continue to rise, so it is important for future educators to take note and adjust their classrooms and teaching strategies accordingly. For many, this means meeting their students with what is already interesting to them, and using these platforms to teach lessons. Whether it be unique online platforms, interactive activities, or in-class games, teachers must begin integrating technology into the classroom in ways that benefit and engage students in a meaningful and impactful way. Technology is not going anywhere anytime soon, so it is advisable to utilize this gift to reach students in ways that fit their needs and interests.

Resources:

Clark, Chris. (11 May 2012) NspireD². A quick look at Instagrok. Retrieved from https://ltlatnd.wordpress.com/2012/05/11/a-quick-look-at-instagrok/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+ltlatnd+%28Nspired2%3A+Learning+Technology+%40+ND%29

Clark, Chris. (30 September 2011) NspireD². Games in the classroom. Retrieved from https://ltlatnd.wordpress.com/2011/09/30/games-in-the-classroom/

How To Use Clickers Effectively [Video file]. Retrieved from https://www.youtube.com/watch?v=z0q5gQfQmng&feature=relmfu

Blog Activity One

MS Word Template Blog Activity:

For the MS Word template assignment, I chose the “Student Peer Assessment” online template from MS word, and edited it so that it could be utilized as a Student Performance Assessment.

I updated the wording of the document while utilizing the overall structure of the template. While I could certainly use the original template for group projects, it will likely be much more beneficial in my classroom as a performance rubric. I replaced aspects of group dynamics with aspects expected of performance-based projects, such as memorization, appropriate choices regarding characterization, and appropriate behavior during peer performances. I also created a large space for writing notes and for listing the specifics of the students piece, such as title and character. I kept the simple 1-5 for each section of the rubric, and left the overall structure and design of the document true to the original.

As a high school theatre teacher, I will likely have multiple performance-based assignments, and a ready-made assessment template will help immensely. While this will only be used by me, my students will benefit from it with a clear and organized grading sheet from their performances.

The Template:

Student Performance Assessment

Project
Student Name
Performance Date

Title of Piece/Title of Play/Character Name:

Notes/Duration/Etc:

On a scale from 1 to 5, rate the following items.

Performance Area	Rating
Student was fully prepared: memorized, with appropriate blocking and clearly rehearsed choices.	Choose an item.
Student had clear character development, physicality, and vocal choices appropriate to the character.	Choose an item.
Student fully committed to the character: no breaking, laughing, or unrehearsed pauses.	Choose an item.
Student met expectations such as time limit/requirement, appropriate costume choices, and in-class rehearsal time.	Choose an item.
Student turned in appropriate scriptwork as outlined in class.	Choose an item.
Student exhibited respect and appropriate audience etiquette during other student performances.	Choose an item.

ETEC 424 Plagiarism Discussion: Initital Post and Responses

ETEC 424 01W/02W: Integrating Technology into the Curriculum

Why Plaigiarism is not in Student’s Best Interest:

Original Discussion Post:

Plagiarism can be defined as using another’s words or ideas without permission and without citing the source. According to Plagiarism.org, “the expression of original ideas is considered intellectual property and is protected by copyright laws,” meaning that not only is plagiarism amoral, but also illegal. The website goes on to discuss specific examples of plagiarism, such as giving incorrect citation information or not giving credit at all. The website also explains that “terms like "copying" and "borrowing" can disguise the seriousness of the offense,” and that it is best to accurately cite sources, or in some cases, such as with images, videos, and music, to avoid using someone else’s content entirely. While most students understand the seriousness of plagiarism, many do not fully grasp the effect it can have or the consequences that may follow. However, some students, such as those at Sacramento State, completely understand the effects of plagiarism, and a professor created a webpage with student statements on the topic to hopefully deter others from committing such a crime. According to the Sacramento State University Library webpage, when asked why students should avoid plagiarism, the answers seemed to fall into two categories: “1) plagiarism is stealing from another person and 2) it hurts you.” The students gave answers such as “Plagiarism prevents you from establishing your own ideas and opinions on a topic,” and explained how plagiarism is essentially stealing. Personally, I absolutely agree with both of these sources and the well-thought-out arguments within. Plagiarism is absolutely wrong. It is detrimental to the person who is doing the plagiarizing, and is incredibly easy to avoid.

Replies:

1. I absolutely agree with you that plagiarism is equal to physical theft. Those words and ideas belong to someone else, and you wouldn't want your hard work to be passed off as someone else's! I also completely agree that a student who plagiarizes shows a lack of character and laziness. It is not that hard to simply do the work, think, and form your own opinions!

2. I agree that it is incredibly easy for some students to recall what they read or saw and simply not remember the source, or believe that because they knew the information prior to starting the assignment, it does not need a citation. I also love the fact that you listed some ideas on how to prevent plagiarism, and listed some consequences for those who plagiarize and are caught. I believe that too often, students do not understand that what they're doing is wrong, or why it is wrong. It is important, as you said, that others' hard work is not discredited, and taking some of the steps you suggested are a great start to ensure due credit is given!

Sources:

http://library.csus.edu/content2.asp%3FpageID=354.html

http://www.plagiarism.org/plagiarism-101/what-is-plagiarism