Blog Thoughts

In terms of a learning tool, blogs can offer a plethora of benefits applicable to the teaching and learning process. A blog is a learning platform that can be embedded with audio, visuals, and animation in order to engage all learning types. Blogs are easy to use, create, and edit; coding is not required in order to create, which makes it an appealing tool regardless of one’s level of technological intelligence (Wallagher, 2015).

 For classroom learning, blogging supports a student’s writing skills and critical thinking skills. Blogs can also provide an opportunity for students to find their inner voice and promotes self-expression and creativity. A student, who may not actively participate in classroom discussions, is more apt to fully engage via blog. It is important for students to have various methods to communicate their knowledge and think a blog would appeal to many types of learners. In addition, teachers encourage the use of blogging as focus in the classroom is shifting to a more collaborative learning environment; blogs can pair well as it is way to engage active discussion participation (Ferriter, 2009).

The first time I actually became an active ‘blogger’ was when the forum was offered at my place of work. Prior to this new platform there were not any electronic resources accessible across company. Information was provided in trainings, though as new policies and information continued to be dispersed it would not reach all application departments and employees. I was frustrated because there would be no way to share updates, best practices, and important knowledge that would be beneficial to others. So, when this new platform was introduced I became an active participant and wanted to provide daily inspiration, great TedTalks, and the relevant information my peers and I were seeking. For some reason, initially I didn’t even realize what I was doing in terms of ‘blogging’. I enjoyed the experience and was better able to understand the pros and cons. A down side to blogging is when new policies rolled out my prior posts become irrelevant and therefore could propose harm to those accessing without knowing. Often times I would be unaware that new information has become available or prior posts shared.

 Ferriter, B. (2009, February 1). Learning with Blogs and Wikis. Retrieved June 27, 2015, from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Learning-with-Blogs-and-Wikis.aspx

Horton, W. (2012). E-Learning by Design, John Wiley and Sons, Inc. San Francisco, CA.

Wallagher, M. (2015). How to Start a Blog. Retrieved from http://startbloggingonline.com/

Game of Jeopardy

Learning from the Pros

Learn from some of the Pros

Here is some reading on E-Learning and Design

E-Learning Designs 101

Critical Design Theories For Creating Impactful E-Learning

And then check out the:

Smithsonian Learning Lab::Discover Create Share

It is pretty amazing  

Should I Get a Dog?

E-Learning

Shower Bomb Me Please!

Using AudioVisuals Technologies in Teaching and Learning

Prezi Presentation

DID Model

Understanding the Rainforest

Action Research Presentation

It's a Our World After All

Learning Activities

                        Incorporating Technological Tools

   The Tropical Rain Forest            

 Incorporating technological tools in the classroom environment can transform the learning experience. There are so many ways technology can be used to help engage and motivate learners. It is also a great way to reach all types of learners. Included are some examples of learning activities. What do you think?

Creating and Implementing Do-Type Learning Activities

Objective:  At the end of this lesson the student will be able to name and describe the four layers of the rainforest and analyze its’ significance by constructing their own miniature rainforest as well as demonstrate their knowledge while participating in the game of Jeopardy. 

A needs assessment will be completed in order to determine what the learners already know as well as what they would like to learn about the rainforest. 

Whole Group Instruction: Information will be communicated in a PowerPoint presentation. Next, students will participate in a Read Aloud of The Great Kapok Tree.
  
Engage: Students will practice their knowledge by participating in a game of Jeopardy. 

Students work independently: Students will then apply their knowledge by identifying the four layers of the rainforest and creating their own miniature model (Horton, 2012).

Closure: (Analyze practice) Students will end the lesson by comparing their experience with their neighbor, drawing conclusions and sharing the most interesting new thing learned in class today. 

Do activities are essential in the learning process. It allows learners to discover, analyze, discuss, and most importantly apply their knowledge into skills (Horton, 2012). 

Students will be able to exercise learning with hands-on activities as well as partaking in a game of Jeopardy. By combining a PowerPoint presentation with a read along of The Great Kapok Tree, information is communication in order to reach all learning types (Lever-Duffy & McDonald, 2015).

The reading of the Lynne Cherry’s “The Great Kapok Tree: A Tale of the Amazon Rain Forest” (1990) is incorporated to motivate the learners, avoid boredom, and activate the student’s curiosity (Horton, 2012).

The participation in the game of Jeopardy aims to create an opportunity for the student to build confidence resulting from their ability to apply learning and incorporated to strengthen student’s skills and knowledge (Horton, 2012).

Practice activities consist of a recurring 3-step sequence Horton (2012)

·         Teacher/computer assigns a task for the learner

·         The learner performs the task.

·         Teacher/computer evaluates the learner’s performance and provides feedback.

Included below is the PowerPoint presentation as well as the game of Jeopardy 

PowerPoint Presentation - Understanding the Rainforest (notes included)

Students will express their knowledge in creating their own miniature rainforest.  Students will be provided with the clip art and the diagram below in order to create their tropical rainforest.

References

Butler, R. (2014, March 21). Rainforest Information for Kids. Retrieved July 5, 2015, from http://kids.mongabay.com/

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

Lever-Duffy, J. & McDonald, J. B. (2015). Teaching and learning with technology (5th ed.). Upper Saddle River, NJ: Pearson Education.

Rainforests. (n.d.). Retrieved July 7, 2015, from http://www.stri.si.edu/sites/rainforest/canopy.html