Monday, January 31, 2011

Collaboration

With the current concerns of fully online and/or hybrid classes for undergraduate summer students, my thoughts and suggestions are limited due to the small number of online classes I have previously taken.  Here are my feelings thus far.....
I have only taken one other fully online class other than the one I am currently enrolled in.  Personally, I do like the connivence of online classes.  I know with having a full-time job it is nice to be able to work from the comfort of my own home after long week of work.   I also believe it would be extremely beneficial to summer undergraduate students wishing to live away from Raleigh for the summer.  Enrollment numbers may be higher with the flexibility of not having to attend class each week.  However, I would be hesitant to place a large number of undergraduates in the same online class and expect them to collaborate efficiently.  Luckily, the current class in which I am enrolled only has five members which makes collaboration easier.  I cannot imagine trying to work on one assignment with the views of multiple class members.  How will they ever reach an agreement?  How will they agree on a time that works for everyone?  
When working together on one assignment, the work load always seems to fall on one member.  Yes, everyone is voicing their own thoughts and opinions but one person has to agree to combine all members ideas and suggestions.  Undergraduates may not feel as strongly about their work as a graduate student does and may never agree to be the one assimilating a group assignment.  Undergraduates may need some sort of pre-set rotation schedule to determine who does what.  
Last summer I participated in a hybrid class.  The class in which I was enrolled met only three to four times the entire semester.  This class allowed the connivence of working in your own home with a small part of face to face communication.  The few classes we had allowed us to ask any questions we may be individually struggling with along with the opportunity to hear our peers own thoughts and questions.  I felt more connected with this type of online class than I do in a fully online class.  
There is much to consider when designing a fully online class.  Personally, I believe it would be extremely beneficial to the curriculum instructors to listen to advice from students who have previously participated in online classes.  

Tuesday, January 11, 2011

Classroom Practices Inventory

Classroom Practices Inventory

      The curriculum serves as the basis for my instruction.  However, there are many units where I find myself being more flexible designing units based on the variety of learners in my classroom.  Personally, I enjoy having the flexibility when it is available but I must admit I do guide the majority of my units by covering the curriculum.  The curriculum does not lend much time for flexibility.  My classroom design changes year to year based on the needs of the students in my classroom.  I will admit that there have been years where the majority of my students spend more time focusing on the basics rather than more in depth thinking.  As a teacher, I wish this was not the case.  What is happening to the handful of the students who require more in depth thinking?  

    I do try designing units where I can allow some students to work at their own pace on more in depth topics, however, due to limited resources and aids I do not always have this opportunity. I would like to find more resources and readings that are leveled by student ability.  In my classroom I use a variety of instructional formats.  I know this is very beneficial to the students however it also keeps me motivated as there teacher using various ways to present information.  

    At the end of each unit, I set aside time to apply critical thinking skills and applications.  I wish there was more time to include this throughout the unit.  It is always exciting to see what kids have learned at the end of the unit by taking a more in depth approach to the designed topic.  The majority of the units I teach end with some sort of assessment. However, throughout units the students complete at least two formative assessments.  This helps me see where my students are in a current unit.  If the students do not understand the material the first time, I redesign the method of instruction.  

     Personally I believe differentiation in the classroom is extremely important.  However, I do believe many teachers fear differentiation due to state mandated curriculums.  It is unfortunate that we as teachers feel pressured to teach to tests and are limited to the amount of differentiation in the classroom. 







Testing

I am just testing to see how this works!! :)