Chapter 7 Reflection

 

            Chapter seven titled, “Why Use Web 2.0 Tools with ELLs?” discussed the challenges of ELLs teachers and ELLs students. English language learners have to learn not only their cognitive academic language proficiency (CALP) English language, but they have to learn basic interpersonal communicative skill (BICS) or social language.  Using  web 2.0 can be a powerful tool for maximizing learning, for example, ELLs students can develop a website, edit and upload a video on YouTube all while utilizing CALP and BICS skills.

            Creating information and problem solving are the crucial skills that 21^st century students need, if the teacher creates an environment of fun, then students will be motivated to do the fun work. The Partnership for 21^st Century skills is an organization focused on infusing important skills such as, crosscultural communication, critical thinking, creativity, and innovation into the education curriculum.  Another organization called, The Teachers of English to Speakers of English of Other Languages (TESOL) has national standards for Web 2.0 tools and activities for school curriculum.   

            The chapter also talked about safety concerns regarding Web 2.0 use and the challenges teachers face when protecting the identity of students on the Web.  Teachers are fully capable of safeguarding his or her students while challenging and motivating students on the web. People who are “technopanics” can cause damage because they feed into the negative stereotypes based on media propaganda.

            I have friends who are ELLs and special needs teachers and I hear them talk about the challenges they face every day.  But I also hear them talk about how Web 2.0 has made a huge difference in their classrooms.   I listen as they talk about how an ELLs student, who was once so shy and non responsive in the classroom, came alive when given a group assignment that included Web 2.0 activities.  I know a special needs teacher who incorporates Web 2.0 to build social skills for her special needs students.  Digital media is a 21^st way of life for all teachers and students and it can’t be ignored.

Chapter Five Reflection

            Chapter five titled, “Understanding Youth and Digital Media,” focused mainly on three tough questions teachers should ask themselves regarding learning, literacy, and knowledge.  The questions teachers should ask themselves are: what does learning look like in the 21^st century? What does literacy look like in the 21^st century? And what is knowledge in the 21^st century?  Why are these questions tough?  The answer is, because teachers must see past their training, fear, and experiences in order for them to offer competitive and engaging classrooms.

            Chapter five also discussed new media and how this new media, which the author calls digital media. Because of the way students can manipulate digital media, its contents can be shared, edited, and interacted within the student’s community and around the world.  This community is an environment of support, collaboration, peer-based learning, creativity, interest-driven practices, and friendship-driven practices.  The author hopes the book will inspire teachers to understand the 21^st century student and how they participate and learn with new media.

            My reflection of chapter five was how the author discussed relationships.  Just like back in my time as a teenager, today’s students are focused on maintaining, developing, and fostering relationships – they just do it differently.  I liked how chapter five said not to judge students, but to respect how they communicate with each other.  Those sloppy text messages are a way of protecting themselves and those relationships.

Chapter Four Reflection

         

            Chapter four titled, “Emerging Roles within the Knowledge Community,” discussed how teachers as digital immigrants when it comes to technology in their classrooms.  Teachers do not have to learn new technology skills before the students do, but rather students can lead teachers through technology.  The student becoming the teacher is definitely a skill that some teachers may find hard to learn, but once mastered teachers can unlock student strengths unknown before and unlock hidden potential.

            This chapter also talked about how teachers should create an environment of collaboration to share their knowledge - this means that input from other sources can make teachers better and students are more willing to make mistakes and accept criticism.  The shift in learning must occur in order for students to become problem solvers. When assignments draw on personal experiences of students they become fully engaged in learning, therefore, students are more critical of their own work.

            Fear takes place when a shift in control happens between teachers and students.  Because of technology, the education world will witness control moving away from the schools and school districts to the clients they serve.  Chapter four suggests that fear is not to be ignored, but confronted so change in control can be managed, explored and realized.

            My reflection of chapter four – well, not a reflection, but hope. I hope, for the sake of our schools, teachers, and those who are in control step out of their comfort zones and give help and support for students who deserve a better educational system.

Chapter 2 Reflection

             Chapter two titled, “No More Cookie-Cutter High Schools, discussed how high school designers and those in control of education must realize that mass produced education is a thing of the past and today’s 21^st century students and parents need and want choices in how they want to learn.  In this new information age, choice and customization has become part of everyday life except in our schools.  Schools must be modern to fit in everyday life.  Companies are rapidly changing their approach to how they serve its customers by extreme customization and faster service – why are high schools not doing the same for its customers? 

            Schools must change to meet the needs of the students and the communities they serve.  Chapter two discussed the interesting fact of the breakdown of costs for schools.  Money was concentrated on the building itself to assure it would last.  Now, we realize that the building is temporary and money should be spent on other materials. 

            Chapter two goes on to talk about how the real issue facing schools today is the reluctance of people who are in control of education to change.  Those who are in control need to let go of what they are used to and those who are bold enough to envision a new information age school, must stick to their vision and not second guess themselves.

            My reflection on this chapter is change must happen.  Once communities demand change, the people will vote accordingly.  Modern students need modern schools and modern people as visionaries.

Chapter 1 Reflection

Chapter one titled, “Partnering” discussed the pedagogy of partnering.  The guiding questions for this chapter are:  1. What works in the classroom today?  What needs changing?  2.  Can we see students differently?  Can we achieve mutual respect? 3.  What is partnering?  What are the teachers and student roles?

        The chapter discussed how direct instruction is an ineffective way of teaching because today's 21st century students need more than just lecturing, talking and explaining.  Teachers need to find other ways to engage students in the learning process.  The chapter went on to explain how today's students are social, energetic, and technological advanced. Students are like rockets taking off and flying at an advanced speed rather than trains on a track.  What works in the classroom today, are teachers who respect students as individuals, group work, sharing and hearing ideas from their classmates.  Because students operate and learn at a faster pace, students today need teachers who are able to find other ways to engage students and make them responsible for their own learning.

        To see students differently, teachers, as rocket scientist, must know that in addition to a fast paced learning environment, they must also know that their students are headed for a future place that even we as teachers can't see.  Teachers must help students learn on the fly and adapt and relate in a positive and responsible manner accordingly.  The chapter discusses the need for mutual respect among teachers and students.  Chapter one also discusses how mutual disrespect prevents effective learning and partnering, while mutual respect must come from both sides of the desk.  Examples that illustrate this concept are schools that adopt themes and mottos, such as, "We are all learners as well as teachers."

        Partnering is the 21st century way of working together to produce and ensure student learning.  The author further defines partnering as: letting students focus on the part of the learning process that they can do best, and letting teachers focus on the part of the learning process that they can do best.  Partnering is the very opposite of direct instruction.  In Partnering, the teacher gives his or her students a series of questions to be answered.  It is up to the students to answer the questions based on group work, technology and other resources.  The student becomes the researcher, expert, thinker/sense maker, world changer, and self-teacher.  The teacher's role in partnering is: coach and guide, goal setter/questioner, learner/designer, and abandoning total control for controlled activity.  Other factors contributing to successful partnering are: peer roles, peer-to-peer teaching, and partnering parents.  All three roles can be an effective tool for partnering teachers.  Students speak the same learning language and they prefer to learn from their peers.   Peer-to-peer teaching fosters: responsibility, opportunity, and respect.  Parents are key factor for success in partnering. Because parents expect their students to be taught as they were, direct instruction, they may feel left out or not included in the partnering process.  Teachers and the school administration must keep parents in the loop and communicate partnering pedagogy.  Teachers may want to try partnering pedagogy, but are often nervous or intimidated by a principal who is not open to new ideas.  Principals and school administration must give strong support for partnering pedagogy in order for it to be successful in the classroom.

            My experiences with the partnering pedagogy are with training adult learners.

When adults have to attend professional development training, it is something that is required of them and therefore, they are not enthusiastic and they feel training is a waste of their time.  I use partnering, case based, and problem solving learning to create an environment that creates excitement and peer collaboration.