CEP810-FinalReflection

We have reached our final week of CEP 810! I have grown both as a student and as an educator. From creating my Network Learning Project to Cooking with TPACK, I’ve learned many new ways to incorporate technology into my classroom in effective ways. Each activity sparked new interests and brought forth many new questions about twenty-first century learning.

 What I’ve Learned About Teaching for Understanding with Technology

This introductory class focused on teaching and learning, along with technology. Understanding how to successfully connect the content you are teaching, best learning practices, and technology will allow students to find better opportunities in their learning. Technology should not be used in a classroom if it’s not used appropriately.

My favorite activity while completing this class was my Network Learning Project, solving a Rubik’s Cube. Learning how to solve a Rubik’s Cube by using only YouTube videos and help forums helped me to expand my knowledge about online learning. I have always been a “type it into Google” person.  This project made me step outside of my comfort zone. This was also the first time I used iMovie to edit a video, as well as the first time I uploaded my own video to YouTube.

I have been introduced to many educational tools over the past seven weeks:

• WordPress and Twitter have allowed me to share my thoughts, projects, and reflections with the public.
• Wunderlist opened my eyes to organization in all areas of my life.
• YouTube was used to learn new things.
• Google Drive was used to create and share work, along with receive feedback.

Working with these tools as a MAET student gives me a deeper understanding of how my students will feel when introduced to them.

How My Professional Practice Will Change

When school starts in the fall, I will have completed three MAET courses. After just this one, I have many ideas to bring back to the classroom: Pinterest, creating videos, writing blogs, finding reliable resources, etc. Students will not only use technology, but understand why it is enhances their learning.

I also have grown so much as a professional in the past seven weeks. I will continue to use Wunderlist to organize my tasks. This has made the time it takes me to complete tasks so much more efficient. I want to become more successful in following TPACK, making sure the content, technology and teaching practices are all being thought of when educating.

Remaining and Newly Developed Questions

As I’m learning exactly what an educational technology tool is, I am curious to know more ways to use these tools in a mathematics classroom. What do students do who don’t have any access to technology in classrooms or at home? How will learning through technology affect standardized testing.

 

As much as I’ve learned in just one class, I still have a lot of knowledge left to gain! I am excited to continue my educational journey in CEP 811 and 812 this summer.

TPACK- SpatulaPB&J

During Week 6 of CEP 810, I was asked to perform a task using Technological Pedagogical Content Knowledge (TPACK). This tool helps us integrate technology into the classroom by aligning content, pedagogy, and technology. As an educator, what you teach, and the tools you use are important for successful learning. Dr. Mishra helped to explain this idea of repurposing current tools to help learn a new task (Mishra, P. & Koehler, M.J., 2006, p. 1026-1031).

To complete the TPACK quickfire activity, my friend picked Option 4: Make a peanut butter and jelly sandwich. To complete this task, she selected the following tools: a small penguin platter, a medium cereal bowl, and a spatula. This task was accomplished by “repurposing” common tools to perform a given task. The video below shows how this assignment went!

Based on prior experience, I didn’t think I would find a need for the cereal bowl during any step of making a peanut butter and jelly sandwich. I began by taking to pieces of bread and laying them on the plate. From there I unscrewed the jars of peanut butter and jelly. My personal preference is to first spread the peanut butter on each side of the bread. Next I encountered a problem. The spatula would not fit into the jelly jar. I thought of two options I had. One was to dump the jelly out into the cereal bowl and scoop from there. The second was to turn the spatula around and use the skinny handle to scoop out the jelly. I chose option 2, scooping out the jelly with the handle, in order to avoid wasting food. The last step to making a peanut butter and jelly sandwich is to cut it on diagonal! The only utensil I had to do this with was the spatula. The handle became the “blade” I used to cut. Although not ideal, it got the job done.

This activity brought to light how learning occurs when you are required to use previous knowledge. Using TPACK, we can see how tools can be successfully repurposed to learn and teach content.

 

References

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf download .pdf

UnPACK Your Discipline.  [Website article]. Retrieved from http://ncltitpack.ncdpi.wikispaces.net/UnPACK+your+Discipline+TPACK

NLP-Rubik’sCubeComplete!

I have finally completed a 3×3 Rubik’s cube. My childhood nemesis, the Rubik’s cube, has been defeated! It was such a feeling of accomplishment the first time I was able to successfully follow along with Noah Richardson’s video “Easiest Tutorial for 3×3 Rubik’s Cube”. This was no easy task. It took hours of practice and memorization. The algorithms that are needed to complete the last half of the Rubik’s cube were the hardest part of my learning experience.

Step 1: The White Cross

To create the white cross, start by creating a white “flower” with a yellow center. This means each edge will be white. Match the edges with the appropriate colored sides and move each side 180 degrees to the bottom. Flip your Rubik’s cube over and you will see a white cross.

Step 2: The White Corners

To get the white corners on the top to complete the white side, start by matching the white corners and colored corners to the matching colored sides. For example if a white corner has a red corner on its edge, move the red corner to the side with the red center. Then rotate the bottom row and side column to rotate the white block up. Repeat this process until the white side is complete.

Step 3: The Sides

To complete the middle layer, start with the completed white side facing back, which leaves the yellow center side facing forward. The goal is to get all four edges to their appropriate sides. To do this, you must rotate left or right based on which way the center color is in relation to the yellow. See the video for further instructions on this step!

Step 4: The Yellow Cross

To create the yellow cross, follow the algorithm: Front-Clockwise; Upper- Clockwise; Right-Clockwise; Upper- Counterclockwise; Right- Counterclockwise; Front- Counterclockwise. You will repeat this algorithm until you have a yellow cross on the top.

Step 5: The Yellow

To finish the yellow side, you must get the four corners to also be yellow. To do this, complete the algorithm: Right-Clockwise; Upper- Clockwise; Right- Counterclockwise; Upper-Clockwise; Right-Clockwise; Upper- 2x; Right-Counterclockwise. Repeat this algorithm as many times as needed.

Step 6: The Corners

We start completing the last row by getting similar colored corners. If you are lucky enough to start with a set, move it to the appropriate colored side, and leave it facing away from you. You will then complete this algorithm one time to get similar corners: Right-Counterclockwise; Front- Clockwise; Right- Counterclockwise; Back-2x; Right- Clockwise; Front-Counterclockwise; Back-2x; Right- 2x.

Step 7: The Final Step

The final step is to get the middle edge to it’s appropriate color. You will have to move either clockwise or counterclockwise to complete this step. Each way have a different algorithm to follow. Here are each of them:

Moving in a clockwise direction: Right-2x; Upper- Clockwise; Right- Clockwise; Upper-Clockwise; Right- Counterclockwise; Upper- Counterclockwise; Right- Counterclockwise; Upper- Counterclockwise; Right- Counterclockwise; Upper-Clockwise; Right- Counterclockwise

Moving in a counterclockwise direction: Use the algorithm from the clockwise direction, starting from the last step. Change each direction to it’s opposite! For example, the first steps would be: Right- Clockwise; Upper- Counterclockwise…. etc.

The descriptions of each step are better explained by watching the YouTube video I’ve made which models these steps. I hope it helps! You can also refer to my previous post, “NLP-TheRubik’sCube2”, which has pictures of what each step looks like when completed.

YouTube videos and help forums provide a wealth of knowledge that most people don’t take advantage of. I was one of those people. I never knew the information that was available to me through networking with these tools. I have since learned that the best way to gain information is through other learners who share their knowledge and skills with the world. I also learned that although information is readily available to you, the “most popular” or “most watched” video may not be the right one for you. I watched endless videos on solving a Rubik’s Cube before I found one that I could learn from.

I am going to strongly encourage my students, as well as my coworkers, to see what they can learn with these tools. My students have already been exposed to the Khan Academy channel. In our workshop groups, we focus on skills we need to develop. The students watch video tutorials at their respective groups. My goal will be to expand their collection of resources!

MathInThe21stCentury

This week in CEP 810 we were asked to create a 21st Century lesson plan. Thomas and Brown (2011) stated “Much of what makes play powerful as a tool for learning is our ability to engage in experimentation. All systems of play are, at base, learning systems” (p. 97). When a child is engaged and entertained at the same time, it helps to create a meaningful learning environment. This way of teaching and learning needs to develop throughout most modern classrooms today. When outlining five communication competencies in her book, Digital and Media Literacy: Connecting Culture and Classroom (2011), Renee Hobbs reveals that having access to relevant information and sharing that information with others helps educators and students to become better learners.

This lesson was used when introducing the concept of surface area of three-dimensional figures. My teaching style is centered around student learning and discovery. I often ask students to understand why formulas work and how they were developed. This is especially relevant in geometry. Students will discover how to find surface area through constructing three-dimensional figures with paper and technology. This lesson plan incorporates two tools that support 21st century learning: (1) Pinterest and (2) SketchUp.

By having students create a Pinterest account, it allows them to have an organizational tool that groups resources. Students follow all of their classmates to share ideas and great resources. I have students create five Pinterest boards that correlate with the Common Core State Standards. For this lesson, students will add five resources to their Geometry board. Students can dig deeper into their understanding by reading and investigating about the subjects being studied. I also like allowing students to have the option of extra resources to use at home. These resources may get students different perspectives on how to work with certain topics.

It is important to understand how three-dimensional figures are formed. For example, pyramids have a base and triangle sides that meet at a point. Knowing what shapes three-dimensional figures are composed of is essential to finding the surface area of the figures. Students will use SketchUp to draw the figures they have made with their paper nets. I have asked them to draw the three-dimensional figure, label the measurements, and find the surface area. They are also to draw the two-dimensional shapes that make up the three-dimensional shape.

 

Resources

Hobbs, R. (2011). Digital and media literacy: Connecting culture and classroom. Thousand, Oaks, CA: Corwin/Sage.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky: CreateSpace?.

NLP- TheRubik’sCube2

I’ve spent a lot of time twisting and turning a Rubik’s cube in the last two weeks. When searching YouTube for “Solving a Rubik’s Cube for beginners” and “Easy Ways to Solve a Rubik’s Cube”, I came across the video “Easiest Tutorial for 3×3 Rubik’s Cube”. I spent three hours in one night following this step-by-step tutorial by Noah Richardson. He was both knowledgeable and helpful in his explanations. There are seven steps to completing a Rubik’s cube.

Step 1: The White Cross

Step 2: The White Corners

Step 3: The Sides

Step 4: The Yellow Cross

Step 5: The Yellow

Step 6: The Corners

Step 7: The Final Step

The seven-step process was difficult at first, but after three hours of dedication, I was able to match all six colors to their appropriate sides! My goal for the next couple weeks is to understand the different algorithms used to solve steps 5 through 7 of a Rubik’s cube. When the algorithms are memorized I can complete the cube without having to follow a video.

I encoutnered a few challenges along the way. The first being that my original Rubik’s cube fell apart! Once I finally found  a store that had one in stock, it took me a few hours to understand the Rubik’s cube “lingo”. It was especially difficult to watch videos and follow along. When I fell behind in the solving process, I would have to pause, and go back a few seconds. More times than I can count I got to Step 5 and it looked nothing like any of the options in the video tutorial.

The cube came with a set of paper directions that clearly explained the steps in order. I found this information through discussion forums. This site was very helpful went the videos were not working out for me.

Here’s a short clip of my progress this far! It shows how to master the white flower with yellow center!

Wunderlist Is “Wunderful”!

This week in CEP 810, I created an account with Wunderlist to help manage my workflow. With the end of the school year quickly approaching, this tool helped me organize all the projects I need to accomplish in the upcoming weeks. I created four lists: Work, Summer Work, Grad School, and Home. In each section I was able to compile a list of tasks that need to be done. The tasks which are most important or that need to be done quickly can be starred. For me, the “Starred” list holds all the tasks I need to complete first.

I’m the type of person who likes to check off tasks when they are completed, so having the ability to cross off a task makes me feel accomplished. The iPhone application is very convenient in the case that you are not able to get to your computer, planner, etc. I also like that you can share your lists with other members or through email. Wunderlist could be used for communication between teachers and group projects for students.

If you are looking for some organization in your life, check out Wunderlist!

ToAcquireInformation

Finding good, relevant, reliable information isn’t always easy to do. The sources one uses to gain knowledge about their research is important. Are these sources credible? Will they provide enough information to accurately understand the concepts you are looking into?

I have created an image using Popplet to summarize where I find information and who I use as credible resources in my Professional Learning Network.

HowToSolveaRubik’sCube

During week two of CEP 810, I have been asked to begin learning a “how to” activity using only YouTube videos and internet help forums. To complete this assignment I have chose to learn how to solve a Rubik’s Cube. Ever since I was a young girl, I have owned a Rubik’s cube. The problem is I have never been able to solve it. I feel that this assignment gives me the opportunity to accomplish a childhood dream! It will also improve my logic and problem solving skills. I keep these types of activities and games in my classroom for my students to keep their minds fresh.

I choose to begin by watching a couple YouTube videos on solving Rubik’s cubes for beginners. The video I found particularly useful is called “How to Solve the Rubik’s Cube! (Beginner Method)“. While searching through help forums, I found many threads on how to memorize the method to solve a Rubik’s cube. The Rubix cube memory method forum helps to understand the video a little bit better.

Happy twisting!!

WhileInMackinac

Today ended a long and eventful three days spent with my wonderful seventh grade class. We departed for our class trip to Mackinac Island at 5:00 a.m. Wednesday morning. The day consisted of hiking through a nature park, a BBQ lunch, touring Fort Michilimackinac, watching Rio 2 and a 2.5 hour long dance party. Returning to the hotel at 11 p.m. made for a very long day.

Our second day of the trip was my favorite. We hopped on a ferry to get to the island. I’ve never had the experience of taking the ferry under the bridge. Although it was only about 50 degrees outside, the majority of the students and chaperones sat on the top deck to take in the Mackinac Bridge and all it’s beauty. Once on the island, the students rode their bikes around the island. I took our non-bikers down Main Street to do a little shopping and sight-seeing. Then came my two favorite parts of the day… First was lunch at The Grand Hotel. The food was EXCELLENT and the view from the rocking chair on the porch was even better. Second was the carriage tour through Mackinac State Park. I snapped a couple “selfies” at Arch Rock. Our night ended back at the hotel with a Native American performance and bonfire.

Today was our last day of the trip. We checked out of the hotel and headed up to St. Sault Marie for a boat tour of the Soo Locks. It was amazing to see the students (and chaperones for that matter!!) interested in how the locks work. Rising or sinking 21 feet using 150 million gallons of water is mind-blowing. On our way back home, we got stopped in traffic on the bridge. Being on the girls bus, I encountered lots of screaming and some crying. I knew they were all exhausted. We had such a great time and I couldn’t ask for a better ending to the school year.

Learning With Understanding

During week one of CEP 810, I was asked to write an essay that summarized Chapter 1-3 of How People Learn by Bransford, Brown, and Cocking (2000). My full essay can be found here. In this short essay I redefined learning while comparing students with different levels of expertise. To summarize, learning is different for all students. Students are novice learners who need expert teachers to begin their educational journey. We cannot expect our students to walk into our classroom as experts. We need to motivate students to learn with understanding, in order for them to build the skills neccessary to apply knowledge to other areas of life.