In reviewing the instructional strategy: Generating and Testing Hypotheses, there were several focal points that drew my attention. One of the recommendations for using the strategy was to, "make sure students can explain their hypotheses and conclusions" (Pitler, Hubbell, Kuhn, and Malenoski, 2007). When students are able to clearly articulate their thoughts, it demonstrates a deeper understanding and broader knowledge of what they are speaking about; Constructivist would call this Schema. Teachers that employ this strategy allow students to manage or work toward managing their Equilibration. Hypothesizing and testing allows students, "balance between differences in external reality or current beliefs and understanding" (Laureate Education, Inc., 2009). With the technologies available students are able to use various spreadsheet software and other web resources to create graphs, charts and diagrams to serve as artifacts that they personally constructed to strengthen knowledge.
As students knowledge increases and the ability to think and elaborate in more complex and detail ways, instructional approaches such as Project-Based Learning become vital for students. This approach centers on, "authentic learning activities that engage student interest and motivation" (http://pbl-online.org/about/whatispbl.htm). With PBL' s students are often challenged with questions or problems that deal with actual daily occurrences or situations that happen in our world. The fact that students often work together in Project-Based Learning is a benefit to this approach because communication skills and presentation skills, among others, are considered 21st century skills that students will need to be competitive in the work force.
Teachers today face the challenge of becoming as technologically savvy as their students, and then seek ways to embed the technology into their lessons. The encouraging news is the resources are available and ready to be used. I am excited about the possibilities that exist with educational technology and look forward to putting the strategies and approaches to use.
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You make a really good point about students being able to understand their hypotheses and conclusion. If they just state them and can't explain them then they really haven't learned anything.
ReplyDeleteEric,
ReplyDeleteI think that project based learning using technology is a great tool to try and get students to do something that they enjoy while also building up social skills. I have found a lot of my students who like to hide behind a computer screen have a difficult time socializing in person with other students, but when there is something that involved technology they excel with their unique set of skills using technology. Other students warm up to them and they can start to develop interpersonal relationships that they are normally too shy to start.
Thanks B. Diehl!
ReplyDeleteHey Anthony,
ReplyDeleteTeachers do have to be mindful of those students who may attempt to hide behind the technology. That is another reason I like the VoiceThread because it allows students to socialize without all the pressure of "all eyes on me".
I enjoy the challenge of providing students the opportunity to obtain valuable 21st century skills. In the courses I have taken, I enjoy the applications that give me the opportunity to learn new technology that can be used in the classroom. Blogging, producing wikis, using audio programs, webspirations, virtual field trips, were all new to me. Our school system has tught us how to use Promethean software and hardware for engaging lessons.
ReplyDeleteTeachers definetly face the challenge of keeping up with their students. They enter our rooms with more abilities than we have in most cases. School systems need to provide inservice opportunities for teachers to stay abreast of technology and methods for application in the classroom.
Hey Eric,
ReplyDeleteI think I have this one pretty easy. Since I teach science all we do is hypothesize and test our hypotheses. This gives students a chance to test out their ideas of the world. I give students a problem and with little assistance, for at least 20-30 minutes, I let them come up with their own conclusions. For example, I will give student 4 lemons, several wire leeds with a + and - end, a copper penny, a zinc nail, and an led bulb. Their task is to turn the bulb on. I think a student will learn more about electricity from this lab than I could teach in a lecture. Your first paragraph of your blog resonated with me and I just had to share my own personal experience.
Eric,
ReplyDeleteGreat point about how teachers must become as technologically savvy as their students. I'm way behind in this area. When I first started teaching there were no computers in classrooms. We had to be trained on everything (beginning with turning it on). But you are right, the resources are available now, and teachers should seek new ways to embed the technology in their lessons.