Program Completion Essay

Juliana Newman
EDST 6306
April 22, 2013

Program Completion:  My Development as an Educator

     As a result of the courses I have taken to complete my Master’s Degree in Instructional Design and Technology with a certificate in Autism Studies, I fully believe that I have grown as a person and as an educator.  Through this program, I have been able to explore digital resources related to my field of mathematics, increase my knowledge of the social consequences of technology, and reflect on my personal teaching style and strategies.  My insight into the behaviors of students with disabilities has expanded and I have learned to better differentiate lessons to different types of learners.  I am confident in my ability to integrate technology into my lessons, allowing students to use it as a tool to enhance learning.    

     My competence in mathematics education has developed as a result of this program.  Despite the fact that none of my courses were designed specifically for math educators, all classes allowed students to complete assignments relevant to their fields of teaching.  While exploring electronic media tools such as Windows Live Movie Maker, Adobe Premier Elements, Audacity, Prezi, and more, I always kept my mathematics background in mind and considered how to integrate these types of tools into lessons.  I am now much more aware of the different types of tools available for educators to use and integrate into their coursework, as well as the widespread availability of these free or low-cost resources to those with Internet access.  I have had experience with SmartBoards, WebQuests, blogging, digital storytelling, interactive presentations, website creation, and much more.  More importantly, I know how to look for and explore the different digital resources available on the web, which will allow me to keep up with technological advancements.  Not only have I developed an ability to use digital media, but I have also been given opportunities to integrate this technology into lessons, different instructional strategies, and different student assessments. 

     Through this program, I have developed a heightened awareness of the social, ethical, and moral implications that technology can have.  Technology is a very useful tool to enhance learning, but it must be used in an appropriate way.  This program has given me insight into how to remain professional while integrating electronic resources into the classroom.  Most schools have acceptable use policies, and it is extremely important for educators to follow through with these policies.  With the recent explosion of social media, teachers must make a conscious effort to remain professional under all circumstances.  Courses in this program have allowed me to examine the legal issues that have recently been developing due to technological advancements, and thus expand my own social consciousness regarding these matters.  Another important social aspect of technology that has been stressed in my coursework is the safety and privacy of students.  Many new digital tools incorporate social media aspects so teachers must keep the safety and privacy of students in mind.  Most Web 2.0 resources such as blogs, wikis, and personal sites have privacy settings that teachers must personalize for the class as a whole.  To reduce the chance of current problems such as cyber bullying, stalking, and sexting from occurring, teachers must be aware of the repercussions of misusing technology, but strive to incorporate it while still maintaining a safe and positive learning environment.

     Finally, this program has helped me reflect upon my own personal beliefs, practices, and instructional strategies.  I believe that technology is an extremely powerful tool that has the ability to revolutionize the way students learn if used in the correct way.  I have changed my instructional strategies to be able to include electronic resources in all different parts of the lesson.  The extent of technology will reach far beyond just using the SMARTboard to display notes to the class.  Instead, students can generate interactive charts and graphs, manipulative perimeter and area of shapes, construct 3D models of three dimensional figures, and explore and apply knowledge from every single lesson.  I can use electronic resources to capture students’ attention, present material in engaging ways, conclude lessons, and even assess students.  I have also become more aware of the ways that technology can help to differentiate instruction.  Students learn at different levels and in different ways.  Technology can provide the means of reaching a variety of types of learners as well as support for students with disabilities.  The possibilities for technology use in the classroom are endless. 

     In today’s society, in which the younger generation of students is so technologically dependent, it is essential to incorporate electronic tools and digital resources into the classroom.  It is necessary to provide these students with encouraging learning experiences involving technology so that they learn how to use it in a positive and beneficial way.  The use of digital media in the classroom has the ability to engage students in activities, gaining their attention and enhancing their learning experiences.  As a result of the completion of my Master’s degree, I have developed a deeper understanding of the capability of technology and how to safely and successfully integrate it into my own practices, allowing students to use it to enhance their own learning experiences. 

Analysis of Peer Assessments

Journal Entry #7:  Analysis of and Response to Peer Assessments

            On Wednesday, April 10^th, I presented my final presentation to the class.  I was happy with the way that it turned out and the response that I received from my peers.  While watching the other students present their information, I realized some parts of my own project that I already wanted to change.  Most of my classmates presented using some form of presentation tool such as Prezi or PowerPoint, allowing for the material to be easily viewed by those who were watching.  However, I created a website and immediately realized that much of the text on my website was smaller and in paragraph form.  This type of layout would be difficult for viewers to see from a distance, and it would be time consuming to read.  I decided to change the text into bullets, shorter sentences, and larger fonts.  I also decided to add a few graphics.  This feedback was also given to me in my peer assessments, and I agree with it completely. 

            While presenting, I ran into a few glitches in my format that I also wanted to address.  One of the links to an outside website did not take me directly where I wanted to go, so I fixed that.  Another issue is that I felt like I was repeating myself in a few steps, so I decided to practice making the presentation flow more smoothly.  I went over exactly what I wanted to say and in what order.  None of my peers addressed these issues in the peer assessments, but I still wanted to fix these minor mistakes. 

            One thing that my peers did mention that I was not aware of on my own was the volume of my voice.  I am used to either working one on one with students in a tutoring setting where my voice is usually low, or working in a bustling and loud middle school classroom as I did during my student teaching experience.  I was not used to the small setting with a few students, so my voice came across as too loud for the setting.  I will try to adjust this for my final project so that I can maintain a professional and steady volume throughout the presentation.  

Reflection on Appendix B

Journal Entry #6:  Reflection on Appendix B

            Appendix B in Moursund’s text discusses problem solving in general, and applied to PBL.  Problem solving is something that is important for students to learn, because they will encounter it frequently in their futures.  However, when students learn problem solving in school, it is not always done in a way that can be easily applied to real life.  Also, standards for problem solving are not specifically outlined or followed, so the amount of problem solving introduction and techniques that students have had varies from student to student.  This makes it difficult for teachers to expect students to use problem solving strategies and skills since some students may have more experience with this than others.  I think it is important for states to move towards creating problem solving standards that will be followed and upheld for certain grade levels.

            The text formally describes a “problem”, which according to Moursund must have four parts: givens, goal, resources, and ownership.  While reading this, I analyzed my PBL lesson and decided that I have created a problem for the students to address.  First, the students have been given an initial situation and a goal of creating a piñata out of geometric shapes.  The students have time resources (certain number of days), as well as material resources to create the piñata.  The students also have some ownership over the problem.  Though they are not completely thinking of the entire project on their own, the students do get to decide upon whatever shape piñata they wish to create.  Students also have ownership because they are using their own knowledge and thinking skills to complete different aspects of the project, which will then affect their grades.  I think that my project based learning idea has all of the necessary components of a problem. 

            The text discussed the ideas of representing problems mentally, with writing and drawing aids, or by using the computer.  For my project, I wanted the students to mentally picture what they want the piñata to look like first.  However, since they are creating the piñata in groups of four or five students, it is important for students to share their thoughts or pictures.  In order for this to happen, I required the students to sketch out what they may want the piñata to look like, and then agree on one design (based on all of the group members’ designs).  Then, as a group, students also use computer models in two-dimensions and in three-dimensions to create virtual models of their piñatas.  I like how the text stressed how computer models are similar to mental models because of the ability to easily change the model.  The 2D and 3D models that the students create in my PBL lesson can be easily changed and adapted if a problem appears.

            When students encounter problems, they should apply problem solving techniques to attempt to solve these problems.  The book stressed the fact that there are many domain specific techniques that can be done, but that there are also some strategies that are applicable for almost all domains.  One of these strategies was to break the large problem up into smaller more manageable parts.  I attempted to outline this for my students by creating different parts of the project, and requiring parts to be done correctly and checked before moving onto the next part.  This allows the students to practice this strategy of breaking the large problem into smaller problems.  In my PBL lesson, students also follow the six-step process writing strategy, adapted for PBL.  First, they brainstorm to develop a proposal.  Then, they draft their piñata in 2D and 3D forms.  Next, they request materials based on the shape of the piñata and its surface area.  Finally, they create the piñata using the material and find its volume.  After each step the students receive teacher feedback which may require them to revise their work or go back to other steps.  After their final product is created, they “publish” it by displaying it to the class and explaining their work.  I tried to incorporate all of the steps of problem solving into my developed PBL lesson.  I think that it is extremely important for students to be able to develop problem solving strategies and techniques that can be applying to real life situations.  

Reflection on Appendix A

Journal Entry #5:  Reflection on Appendix A

            Appendix A in Moursund’s text focused on the goals for IT in education, but began by describing the overall goals of education.  The goals of education included acquiring, understanding, and using new knowledge and skills.  This one definition of the goals of education, broken into the three different parts, easily sums up everything we as teachers want our students to be able to do.  All teachers should be creating lessons and activities that help students reach these goals.  Our PBL lessons are supposed to be able to do this, and I hope that I have created mine so that it reaches all three of these goals. 

            Moursund (2003) explains that “the distinction between information and knowledge is important” (p. 88).  This is important for a teacher to remember.  Just because the teacher provides the students with the information does not mean that they truly know the material.  And, even if the students can provide the same information back to the teacher, also does not mean that they truly know the material.  Knowledge comes from processing or using the new information based on existing knowledge.  For example, in my lesson, I may teach the formulas for volume of solid figures, and students may be able to tell me the formulas for the different figures, but they do not have the truly knowledge about volume until they can use the formulas in many different situations to find the volume of solid figures.  Teachers need to create opportunities for their students that allow them to practice and use the information received so that it becomes part of their own knowledge.  Well designed IT-PBL lessons provide students with this type of opportunity.

            The second part of the chapter focused on the IT part of the PBL lesson and the goals for IT in education.  My own opinion, which was also expanded upon in this chapter, is that information technology should be used as a tool to help students learn.  Sometimes teachers use technology just to use technology, and then may end up using in ineffectively.  It is important for teachers to use the technology as a tool for the students, and to make sure that the lesson is better because of the technology.  Of course this takes work and effort on the part of the teacher, but it is so important.  Technology can be an extremely powerful tool if used in the right way.

            The text discussed the idea of what students should learn to do mentally versus using paper and pencil, versus using a calculator or other computer device.  As a math teacher, I find this debate very interesting.  When I was in school teacher’s said that we could not use calculators for certain problems because when you’re in the grocery store, or at dinner, you won’t be carrying around a calculator with you.  However, now with the rise of technology, all cell phones have calculators and are carried with people everywhere!  I still think that students should learn to do basic math without a calculator, because I believe that these basic skills are still needed and help other areas of a student’s mind develop.  However, it is interesting to see how technology will become more readily available (as it already has), and students may have a reasonable point when teachers try to take away calculators. 

            The text also discussed the benefits of computer assisted learning and distance learning because of the rise of technology.  Computer assisted learning is a very interesting concept because it emphasizes that the students learn through the computer.  They do not just receive the information, but they learn.  I work with a computer assisted learning program every day.  It is called MyMathLab, and freshman at Seton Hall take a Developmental Math course using this program if they do not score well enough on their math placement test.  I think that the program is well-designed, but I think that it is not being used in the correct way.  This class puts them in front of the computer and has the computer “teach” them through exercises, examples, videos, etc.  The teacher is in the room with the students and they can ask him or her for help, but the teacher does not “instruct” the class.  For a highly motivated individual, this method may work well.  However, many of the students in this remedial class are unmotivated and have struggled with math all of their life.  I have seen first-hand that they find the CAL method frustrating, tiresome, and boring!  They struggle with grasping the concepts, and they basically try to memorize the way the computer solves a problem so that they can do well on the tests and get out of the class.  This goes against the goals of education, and shows how technology has possibly hurt this type of class and student learning.  It all goes back to trying to use technology in an efficient way that will help the students learn.  

Reflection on Chapters 7 and 8

Journal Entry #4:  Reflection on Chapters 7 and 8

            Chapter 7 in Moursund’s text was all about assessment.  It was very interesting to learn that assessment with PBL is very different from the traditional assessment of tests and quizzes.  On page 65, Moursund (2003) asked, “Are the testing methods valid, reliable, and fair?”.  This is a question that teachers should be asking themselves before giving an assessment.  This is also a question that the developers of standardized tests should also be asking themselves.  I am a strong believer in the idea that the word “fair” does not necessarily mean “equal”.  In order for an assessment to be fair, it must meet the needs of the individual learner.  In this way, assessment should be modified for different learners if necessary to remain fair for each individual. 

            Assessment is very important, and it is done to obtain information for important decisions, to motivate people, and to emphasize accountability.  However, I think that it is vital to not let one of these reasons become too important and over-power the others.  The over emphasis on some assessments can actually have negative effects.  When schools are “failing” certain requirements for standardized test scores, teachers frequently teach to the test, and teach students for the wrong reasons.  Students will then end up learning just to pass a test instead of learning to learn and become more knowledgeable.  Higher order thinking skills are less likely to develop when teachers are teaching just to pass tests. 

            This chapter emphasized the importance of making the students aware of the stakes of a particular assessment.  This is necessary so that students know what to expect.  I think it is sometimes better to conduct many low stakes assessments and fewer high stakes assessments in order to reduce student anxiety.  As a tutor for SATs and ACTs, I am personally familiar with the high level of anxiety that students have over taking these tests.  The stakes for these tests are very high, and some students struggle with relaxing enough to allow themselves to truly showcase their talents during these tests. 

            When reading this chapter, I debated with the idea of assessing my students on cooperative learning and collaborative problem solving.  Of course, I think it is important for them to be able to do these things well, but I am undecided about whether this should affect their grade in math.  I finally decided that some self-feedback and peer-feedback would definitely be beneficial for the processes, and that it would not need to have an impact on the students’ formal grades.

            I thought about my own PBL lesson while reading about the different formative and summative evaluations.  Students will receive formative evaluation when their complete their project proposal, the computer model of their product, and the plan for the real-life model.  They will also receive formative evaluation through the ongoing teacher and peer feedback received.  The students will receive a summative evaluation after their final project presentation.  I really like the project planning table displayed in this chapter, and I think I will modify this to use with my PBL lesson, having some of it already filled in, and having the students fill in some of it themselves. 

            To me, Chapter 8 was shorter than Chapter 7, and a little less interesting.  It focused on the future of IT-PBL.  Since the book was copyrighted in 2003, some of the information was out-dated.  In fact, we can see how some of the information has already come true (10 years later).  My former high school, Paramus Catholic High School, is the largest Catholic High School in New Jersey.  It is currently my younger sister’s high school (and will be my other younger sister’s high school next fall), is now REQUIRING all incoming freshman to purchase a tablet (iPad, Kindle, Nook, etc) for school purposes.  This shows how far technology has advanced and is continuing to advance.  It also shows how schools are adapting and changing to meet the newest technological trends.  Basically, the future of IT is rapidly increasing and will continue to do so, and the future of IT-PBL will hopefully be adapted into the school culture as easily and quickly as possible.

Reflection on Chapters 5 and 6

Journal Entry #3:  Reflection on Chapters 5 and 6

            “If you don’t know where you are going, you will probably end up somewhere else.” This quote by Laurence J. Peter was displayed at the beginning of Chapter 5 of Moursund’s text, and is perfect for this chapter and where I am in the process of the project.  I am so happy to have recently completed the outline of my unit, because it gives me an overall picture of what I am working towards.  To see the whole project laid out really shows me where I am going, and puts a final picture in my head.  I am glad that Dr. Carr assigned the unit outline as one of the first assignments to be completed, because I think it will definitely help to ease the anxiety of the rest of the assignments. 

            In my unit, the students will be creating geometric piñatas and exploring volume and surface area in the process.  I will have the students create and submit a proposal for their piñata before the actual creation of the piñata begins.  I think this is a good way to make sure that the students are on the right track, while also allowing the students to plan ahead, think about time constraints, explore materials and resources, and assign roles or tasks for individuals.  This idea of planning ahead is something that is so important, and is stressed in Chapter 5.  Luckily, the students that I am working with have frequently completed STEM (Science Technology Engineering and Math) projects in groups, so they should be used to complex projects.  However, it is always important to allow students the time to work together and plan out the project.  There was a project planning table on page 49 of the text that I really liked!  I think I am going to develop a sheet similar to this for students to fill out along with the proposal for their project.  I really liked the idea of the milestones, to break down the project into more manageable pieces, and to allow the students to see their work progressing. 

            Chapter 6 focused on the lesson planning aspect of project based learning.  For this course, we have to write two lesson plans.  My first one is an introduction to the unit, while my second lesson plan involves the PBL project.  I broke down the project into different lessons at first, but I am not sure if that is going to work for writing the lesson plan, because I am going to want to include all parts of the project.  I may have to do some adjusting and make the whole project into one lesson with different parts.  I have to think more about how to address this issue.

When writing the goals for the lesson, I need to remember to consider not only content goals, but educational goals in general as well as instructional technology goals.  I also need to think more about the prerequisite skills that I want my students to have, compared to what they may actually have.  While reading this chapter, I decided that I want to add a few things to my project.  First, I want the students to be able to self assess and reflect on the process and their progress along the way.  I also want them to be able to explain their own contribution to the project.  Due to this, I want to add an online journal, possibly a blog for the students to add to along the way through the process of the project.  I think that the blogging aspect of the project could be done as homework assignments after each day. 

Finally, this chapter opened my eyes to the fact that I may have to allow students more time to complete tasks than I initially expected.  Students need time for every aspect!  I wanted to add an extra day for finalizing the presentation aspect of the project, allowing students to plan out how they will present their piñatas.  I also wanted to add a day after the presentations before the piñata destruction to allow for grading and showcasing.  Time is an important aspect of any project, and students need to have ample time to do their best work, while also fitting into the time restraints of the project.

Learning Styles Inventory - Results

Learning Styles Inventory - Results

A learning style inventory questionnaire was given to the twenty-six seventh grade students at St. Anthony School.  This questionnaire consisted of sixteen questions with three choices each.  Each student completed the form and then calculated the total number of a’s (visual), b’s (auditory) and c’s (kinesthetic) to determine the learning style that best fit him or her.  The results varied greatly, and some students “tied” between different styles.  Therefore, I struggled with deciding how to interpret, analyze, and display the results.  The figure below displays the results in a Venn diagram, which allows for the overlapping part or “ties” between more than one learning style to be shown.  When counting the “ties” as results for both learning styles, the visual learning style was the most popular with fourteen students favoring that style.   Next, the auditory style had twelve students favoring it.  Lastly, the kinesthetic style only had seven students favoring this style. 

When examining the sheets, I realized that many students’ numbers were very close together and maybe only one or two away from a different style.  Since the results from the students did not clearly point to any one learning style, I wanted to analyze the results in a different way.  I examined the numbers questions that were answered with a, b, or c from the class as a whole.  This would give me a better idea of the dominance of one or more learning styles from the class as whole.  The figure below shows the percentage of questions from all the students that were answered as a, b, or c. 

The results from the learning styles inventory showed me that the seventh grade students at St. Anthony’s School learn in many different ways.  There is no one learning style that dominates any of the other learning styles.  It would be best to teach these students in ways that can address all three different learning styles examined here.  Not only do the students vary from each other in their learning styles, but the learning styles also vary within the students themselves.  Overall, these students can benefit from teaching using different modalities.