After pondering what Karl mentioned in my last post, I thought about how to use technology with the kids, not for the kids. I have developed a way for students to be responsible for their own vocabulary in the same way that I have presented it, but doing it themselves. So far, so good. I will post again later this week if all goes well.
Other then that, I need to be more aware of classroom discussion. I have caught myself jumping in to lead students instead of letting them find the information themselves. This constructivism is more difficult than I initially anticipated.
posted by mmoritz @ 1:55 PM
2 Comments:
I want to hear more about your approach to vocabulary--I feel like I've tried everything under the sun. It's so hard to incorporate it meaningfully into the curriculum!
I too have become frighteningly dependent on technology. My one class that doesn't get to use the laptops feels like the stone ages, and I've gotten so used to putting the agenda and focus questions on the overhead projector that my thoughts are beginning to translate themselves into PowerPoint. Light blue or dark blue background? Animation: Dissolve in, or appear? Hmm...tough choices.
Fade out.
I'm not sure that anything I mention rises to the level of needing to be pondered, but I'm honored nevertheless.
I hope you share later this week whether it goes well or not (or did you mean "if all goes well" to be in reference to having time to blog about it?). Part of what we are trying to do is share both successes and challenges, to work collaboratively - even if it's sometimes through Cyberspace - to improve learning for students in all of our classes. We need to see both what works and what doesn't. Not only can we learn from each other's "challenges," but if all we post is the success stories then others get discouraged when what they try doesn't work well.
Yes, I think constructivism is very difficult. I can't speak for all of them, but I think most of cohort 1 reached a point last year where they really started examining everything they do in the classroom. While that's what I do indeed want to happen, it can be exhausting and frustrating and ultimately can backfire. Take it slow - do what you can - and start making changes that benefit kids without overwhelming them or yourself. I think it was either Cara or Jesse who said in our last Cohort 1 session - it's like being a first year teacher all over again. In some ways that's music to my ears, but it can be completely overwhelming so, as Ray says, "go slow to go fast."
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