CHAPTER 7

Chapter 7 focused on production and technology. According to the chapter 7 production is a form of learning whereby students create a products, or a concrete artifact that is the focus of learning. I understand different productions can be used for students of all sorts. Students with differences from being normal to being a student with ELLs or other disabilities are able to use different types of technology or production to assist them with class work and everyday life experiences.

The use of productions can motivate students and their learning with everything from: individual and group projects, critical thinking, decision making, learning technology to speaking and visual skills. According to Egbert and Blumenfeld, production “helps Ells to receive input in English that is comprehensible, to work in ways that they understand, and to play a role in the project regardless of their language fluency”.  

The three production process described in the chapter reminds me of everyday brainstorming where you jot down something, you clean it up then you execute it to turn in for a grade. In comparison to the production process where you have preproduction, production and postproduction stages which are basically planning, developing and evaluating.

What I took from the chapter was the fact that they stated that teachers to keep students most active teachers planning should include ways to have students make their own decisions and work closely with each other. After reading this chapter I understand that technology is used to support student production however it does not result in learning alone.

CHAPTER 5

According to chapter five of Joy Egbert’s book, "creativity can be defined as the creation of original ideas, processes , experiences, or objects; it also states that “creativity can be describe as the ability to see ordinary things differently”.  I looked at creativity as being willing to go above and beyond want is expected. Being different than others and standing out. When Egbert stated "students who can think creativity can determine alternatives, solve problems, and avoid being “lifelong idea consumers”. They learn to make original contributions to human knowledge.

I believe my creativity has gotten me a long way in life. I have always been different when it comes to different things like: styling clothes, making decisions or designing things; then seeing it in stores makes me feel that I should have been a little more aggressive and gotten my ideas patented. I believe the more creative you are the better chances you have at being successful.

TEACHERS AND CREATIVITY

I understand that teachers have a curriculum to follow but being a creative teacher, changing up the style of teaching and making it interesting makes students willing to want to learn. Being opened minded and allowing students to come up with their own ideas helps encourage students to want to do better and learn in the classroom. I believe when teachers allow students to be themselves along with creative learning habits make school and learning fun. Fun learning for example: vocabulary hang-man or any type of educational hangman along with educational jeopardy is creative and fun for learning and studying. The biggest part of creativity is making sure everything is organized and prepared correctly. A way to boost up student confidence is allowing students to show you want they are capable of doing. 

Chapter 4 Reflection

Chapter four was interesting. It challenges you as an individual to come up with ways of critical thinking and basically asking the right questions to get the answers that you are looking for. The chapter discusses on page 105 that “teachers can present students with a general set of steps synthesized from the research literature that can serve as a basis for critical thinking”.  Reviewing content and understanding helps both the teacher and the student. If you understand the content then you are able to break it down and clarify the problem that might be causing an issue. Organizing the material into sections will help differentiate between most important and lease important. Synthesize answers about the material basically telling why this answer supports the topic of discussion, finally evaluating your decision.

Chapter four discusses making choices. Take responsibility as guide the students with: understanding situations, setting goals, talking about options, making choices and thinking about consequences. What I would have my students do will be to assist me with setting class goals, rules and consequences for not following class rules.

Finally the discussion of critical thinking through technology was mind blowing for me. Motivating the students to do more than their best may be the push that students need; in these days of time doing your best is not enough while doing more than what is expected (being an overachiever) is the newest trending topic.  Some students might need assistance with writing. People tend to write the way they speak. With that being said if you use a program that assist with writing the speech of the student will improve as the writing improves without the awareness of the student. They will eventually speak proper grammar without knowing that they have improved with the help of the software.  (Me critically thinking out loud)  

Chapter 2

Chapter two was a great chapter for us to reflect on; it not only gives tips as classroom structures, management but ideas on use of technology and diversity use in the classroom. What I took from the chapter are things I will be able to use in a classroom of my own one day.  Having equal access to everything available in my classroom is a big deal. Making sure students with disabilities both physical and mental are able to use any equipment or follow assignments discussed in class is important to me. The chapter talked about other technologies outside of computers and I was trying to figure out how I would be able to integrate these into the classroom and I thought about it. Being a future language arts teacher I decided that the use of cameras can be used for the students to document their progress in the class and other literary projects: presentations, poems, discussions etc.  Microphones can be used to speak into the computer and hear themselves and how they annunciate words.  The chapter said that the 3-4 students should be together for group computer use but I say 2-3. Big groups cause more problems. There is always some student that is not willing to pay attention and not participate in a larger group; with a smaller group they reason do not have much of a choice.

When have technology in the classroom or not at all, I believe it is important to grasp the attention of each student and engage them in the activities. You can have the student participate or more interested by letting them come up with their own sentences for examples with assignments. Encourage the students to want to work in a group; I believe having one person talk all day is boring and cause one to start day dreaming, if they are in a group they will have the opportunity to learn from other students that might know a little more than them and that can relate more to the student that might need a little assistance. Finally, focusing on the essential question and making sure the purpose of the assignment have been served.

Of course the chapter reminds you to make sure you understand technology yourself or the program before having your students use the program. I remember when I was in high school, my professor got everybody hyped and ready to do an assignment and she wasn’t able to explain it to us on how to use it herself once we were in the lab. Embarrassing.

Chapter two talks about five guidelines which I found to be helpful:

·         Incorporate principles of just in time learning.

·         Differentiate instruction.

·         Teach in a culturally responsive manner.

·         Adopt materials to be accessible for all students.

·         Balance content and tools.

I understand that students are different. Some may not like the use of technology and prefer the “old school” way of brainstorming while others might need the assistance of a computer and another might need a little verbal guidance.  As a future teacher of America, I am ready for the challenge. I understand my assessments must be integrate in the learning area and have to remember the whole aspect of the assignment.

Remember to do a usability test on anything I do evolving students be it with or without the use of technology.