This week as I created my component two presentation for Investigating Partnering Pedagogies, I found out just how valuable inquiry-based learning can be. Inquiry based learning can be considered the basis of partnering. Inquiry based learning is leading the class with challenging questions instead of simply presenting the information and encouraging passive learning. Inquiry based learning really does allow the students to engage in the content and requires them to think for themselves. In my teaching career, I do plan on fostering an inquiry based method. Using this method in your class can make your students more productive and create a desire to learn and interact with the content and each other. Inquiry based classrooms tend to have a community feel as you allow the students to collaborate, discuss, create, and discover with one another. The importance of inquiry based learning is that you allow the students to discover their own personal ways of learning and discovering. When you allow your students to learn this way, you are allowing them to strengthen their critical thinking, communication, and creativity skills that they will use for the rest of their academic careers and beyond. I really enjoyed researching inquiry based learning and how I can implement it into my future classroom.
Teaching Digital Natives by Marc Prensky proved to provide an abundant amount of valuable information. For me, I think that using technology in the classroom is a great idea, and this text provided me with so many ways to foster that. Using partnering in the class is something that I have never pondered on much before I read this book. Though it is not majorly seen in many classrooms, adapting the entirety of the partnering pedagogy could help my class learn the content I give them in a more realistic and 21st century suitable manner. Personally, my favorite topic from this book would have to be promoting technology use in the class while also allowing the students to thrive off of their interests and passions. This book suggested to me that as long as the student work is of excellence, there is no harm in allowing them to choose the type of technology they personally want to use and it does not have to be incredibly long projects or presentations that they create. Student slackers was discussed, which I have seen many teachers struggle with these students during my field experience, and allowing them to engage in their interests and likes while not making them create long and boring projects would engage any student that acts as a slacker in my class. Overall, becoming thoroughly aware of the partnering pedagogy and the way that I can let the students engage in technology, guided questions, and student led learning, truly inspired me to implement these things into my future classroom. Prensky wrote a textbook that not only informs the reader but inspires.
Upon reviewing this weeks module, I gained a clearer understanding on what being a Constructivist teacher is like. I tend to already prompt students to work collaboratively, engage in deeper learning, and to find their interests within the classroom. But, I have not heard of the PAR model until this week. I have been aware of the inquiry based teaching and student engagement, but the PAR model lends some valuable information when constructing lesson plans that are effective and interesting. In my video assignment this week I mentioned that I think that the PAR model would work fabulously with The Canterbury Tale: The Prologue, as the lesson can get boring for some. I plan to use this model by presenting the information in an inquiry based style, having groups discussions to apply the information, and to have student explanation of The Prologue characters while I clarify any missed details. I really think that the PAR model would be valuable when introducing difficult/confusing lessons.
Honestly, I was not fully aware of what a Flipped Classroom was until this week. I understand that you, as the teacher, expect the students to engage with the class material and content outside of the classroom through technology. This includes using videos, recordings, and interactive technology. When the students do come to class, they should be familiar with the content and are able to engage in labs or activities that further their knowledge and practice of what was learned via technology. I could apply this to my own classroom by requiring the students to review videos, recordings, or documents about short stories, books, grammar lessons, etc. As the students were able to review and study the material before class, they are able to better engage with the content related activities in class or have in depth discussions. Using the flipped classroom method would be very valuable in an English class because so much time is traditionally spent reading in class but the students would have already reAd, watched, and reviewed the content beforehand. I would love to implement this concept into my own classroom!
After completing the requirements for Module 1, I learned many valuable things that I can use in my everyday life as a teacher. It is true that the 21st Century student should be taught and equipped with certain skills that will lead them to success. Implementing teamwork, critical thinking, problem solving, and creativity into your classroom gives all of your students a head start on what makes a positive contributor to society. The use of technology is now a common day practice that is required in most careers, allowing your students to become aware of these skills and applying them also through technology is awesome. This week I was required to complete an infographic, which I was not familiar with until now. Using an infographic was the most valuable thing I learned in this Module. As a future English teacher, infographic can be used when introducing new short stories, poems, or books. As the 21st Century has became more visual, so should education. I plan to create infographics for the texts that I introduce to my students as a sort of entrance assessment. Through the infographic the students may get a general understanding of what is to come and peaks interest. After completing the text, the infographic can be revisited and the students will complete an exit slip on their before and after thoughts. Incorporating, visuals, technology, and life skills creates a positive and interesting classroom where the students can learn to become successful citizens and employees.
Hello everyone, my name is Angelina Dowell and I am an ELA (English Language Arts) major with a minor in secondary education. I have decided to take some Technology in Education classes to further my knowledge of the modern day classroom. I intend that this course will provide me with valuable information for future reference.