The cerebrum -- which is just Latin for "brain" -- is the newest (evolutionarily) and largest part of the brain as a whole. It is here that things like perception, imagination, thought, judgment, and decision occur. I hope you are thoughtful as you leave your comments on this blog.
Tuesday, April 24, 2012
Chapter 8: Let Your Students Create
After reading Chapter 8, answer the following:
How can I elicit maximum creation from my students related to their learning?
How can I help my students engage in world conversations?
How can I continually raise the bar for my students’ creations?
To elicit maximum creation from students, the teacher must first ask guiding questions, which have been stressed previously, in ways that allow for many possible creative answers and ways to present those answers. This also means having to accept that students may use tools and technologies the teacher is unfamiliar with and may not be traditional methods or presentations. I liked the idea of the science fair because with science fairs, students are given a broad topic with endless means to accomplish their specific goal. Although there are rules in place for the competition, the ideas are all the student's. The more students are encouraged to engage in this type of thinking by guiding questions, teacher direction, and assignment options, students can fulfill their creative potential. Helping students to engage in real world conversations means giving the student a real world audience. Instead of creating work that only the teacher will see, students can create 'work' for their community, targeted audience, or the entire internet world to see. Because the work is seen by many others, this public display serves as an incentive to students to do better. To facilitate the conversation, work can be done on blogs, videos uploaded to YouTube, through podcasts, and letters to the editor or congressmen. Teachers can help students seek out conversations or issues regarding topics they are passionate about and have opinion on and then encourage them to share their ideas. Just because work uses technology does not mean it requires praise or is high quality, First, teachers need to raise their expectations of what students can accomplish; technology can be difficult to master but given the challenge, students can rise to the occasion. Teachers can encourage their students by telling their students to push past their typical boundaries of work and use their creativity to surpass even their own expectations. Choice is essential to this motivation, because when given the opportunity to create in ways that inspire them about ideas that matter to them, they will create better, more detailed work.
To elicit maximum creation from students, teachers must provide questions that can be answered in many different creative ways. Giving students the choice to answer questions in their most creative way encourages them to aim high to reach their fullest potential. Choices are also a way for the teacher to continually raise the bar for students. I liked the idea to bring in the professionals to really help the students to master a skill. This then creates a certain level a creation for the students. This also allows them to feel less stressed and possibly actually excited to complete an assignment. If you give a questions and the only option they have is to answer it through an essay can offset a lot of anxiety. Some students may just not be great writers but they may be awesome on creating videos. Give them options so they can show you what they are capable of. To encourage students to engage in world conversations give them assignments or questions that all them to share with the world. Don't give ones that only the teachers and students can see. Examples of this would be using a blog or creating a youtube video. Students want their voices to be heard in the classroom as well as outside it and this is an excellent way to for them to do it.
I agree with Amanda, that in order to allow for creativity the right questions need to be asked. Im constantly thinking of how i can ask the students to explain why something works, or how they knew to try a certain approach to a problem. I especially try to have them explain their train of thought if they did something wrong because i believe the constructivist approach has many positives effects to it, which allows the students to learn from their mistakes. I also try to ask questions that can have more than one answer, like asking the students to create a graph with certain domains or discontinuities, instead of them just answering the questions to the graph that i drew. I also ask my students to create their own problem, which allows them to be as creative as they want to be. I got that idea from one of my math professor's who used to say " You learn math by doing math". "You master math by teaching math". And a part of teaching math is creating problems. To go along with that i think in order to engage my students in world conversations, i can ask them to create videos of them completing problems, then post them to youtube to see if other people comment on them, which can start world conversations about the math they have done. I could also have the students pair up with other students that are learning the same things they are, but in another country. Then have them teach or explain what they have learned to their partner. This would go both ways so that they would learn from their partner as well. They might learn how to do a math problem a different way than they were taught. Then i could learn from my students too! I strongly believe that the expectations that teachers set for their students is more often than not, too low. For example it doesnt make sense to me why math problems are made to work out to whole numbers when the students are younger. This just makes the older students think they are doing the wrong work when they get a decimal answer. Ive had some of the brightest students, think they got an answer wrong just because it was a decimal, even though when looking back at their work they would say "Everything i did logically makes sense" I also believe they should set the bar high because i think it is better to always have something to strive for. Otherwise the brightest students are the ones that are missing out because the bar is being set to low for them and they arent challenged, then they disengage. Engaging the slackers is probably the most challenging part of teaching for me. I have tried to give choice to my students before, even left it open ended where they can come up with their own ideas on what they want to do for a project. But, sometimes the student just doesnt want to do anything even if it is related to something they enjoy doing outside of school, such as a sport. I saw the title "Engage Slackers" and got excited, but it didnt give me any new ideas on how to engage certain students who are unmotivated. Some of the ideas from the chapter have worked for me for some unmotivated students, but not all. This will probably be something i reflect and research about for many years.
I can elicit maximum creation from my students by allowing them to choose the technological tools they wish to use to complete class projects and assignments. I will also allow my students to create projects using different formats, concepts, and approaches that interest them. Allowing my students total creative freedom and responsibility over their work will illicit more quality creations. I can help my students engage in world creations by allowing them to utilize online publishing sites such as youtube, blogs, and online debate sites. These sites are read and utilized by people all around the world. Students will be encouraged to join these conversations and contribute something to what they feel passionate about. Students can post their own videos for feedback and even create polls on topics of interest to collect opinions from around the world. I can continually raise the bar for my students by focusing more on the content and clarity of assignments, and giving students more challenging work. Allowing students to take advantage of the technological tools to express their creativity in whatever way most inspires them. Students should be able to choose music and movies instead of novels and short stories. Students will be encouraged to go in their own direction but the needs and the requirements of the teacher will still be met. Students should never be allowed to slack, each student should be taking equal responsibility for their work. Quality over quantity will be emphasized, as long as the work is exceptional it can be shortened. Also having volunteers come in to the class and give students tips and coach students upon completing projects in their field.
To elicit maximum creation from my students I cannot put large limitations on what I allow them to create in my classrooms. I cannot tell them to limit their choices on assignments because I am unfamiliar with the technology. More times than not, I will be unfamiliar with the technology these students are capable of using, but they can teach me as well. No longer can I try to tell the forum they need to utilize (essays, poster board, etc) and what it needs to say. To maximize their potential students need to be allowed to explore all vehicles to express both learning and creativity. They definitely do not want to always write essays for all major assignments in social studies. It is truly astonishing how assignments of the past that I remember, such as dressing up like a pharaoh of ancient Egypt, can all be done by the use of avatars with software. The possibilities are limitless for creation and that is the way it needs to be, so students can work at a higher level with tools they are familiar with.
The wonderful thing about the internet is there are conversations going on all the time, everywhere in the world. Students do not have to be limited to discussing what is happening in the class recently. Allowing my students to go out there and seek out a discussion that they are passionate about will allow them to have world conversations with a real life audience. It should not come as a surprise for many that students who are given this chance will raise the level of their work because they know they are speaking to and discussing with more than just their peers, but people around the globe. The incentive to do more than the basic conversations in the classroom are there for the taking.
Underestimating students is something I have encountered often when have conversations with teachers. Too often educators do not give their students enough credit for what they are capable of doing, which I admit I have been guilty of in the past. When teachers sell their students short, they often are not letting them explore other mediums of expression in assignments and limiting their creativity. However, when they do blow us away it should not just be because they used a technology that is not the norm. Just because they have the capability to employ the technology does not mean the content is great. We need to push students towards a focus of combining both technology and content. They also need a choice into what they are allowed to do. The freedom to choose will give more inspiration and allow for amazing creativity. However, students can surely fall into a hole where they rely heavily on the technology for shock value and forget about what they are actually trying to convey. Challenging them at every turn is something as teachers we must do in order to raise the bar.
How can I elicit maximum creation from my students related to their learning? One way to get the maximum amount of effort and creativity out of your students is to present them with an audience that will be able to give feedback and critique their work. But the best way to get the maximum creation out of your students is to allow them to do their work, and complete assignments in their own way. Give them options and allow them to come up with their own way of showing that they understand the material and how it affects them.
How can I help my students engage in world conversations? The internet allows for anybody to engage in world conversations on any topic their please. Students are usually more aware of different sites and tools that can be used to engage in these conversations than the teacher does. And the students should be encouraged to use these tools and join in on any conversation that sparks their interest.
How can I continually raise the bar for my students’ creations? It never makes sense for a teacher to underestimate their students because by doing so you have already ensured that those students will not excel in your class. You must set the bar high in order to push students to continue to work harder and achieve greater. And students know when a teacher does not have faith in them, so by setting high standards you already have shown your students you have faith that they can succeed and they will work harder to reach your standards. But if you are going to raise the bar you have to evaluate student work more intensely and you have to allow the students to create work on their own. If students choose to do something, rather than being told to do something, the chances are you will get better work out of them.
By allowing students to choose the technology that they wish to use if or their projects is a good way that I can elicit maximum creation. Giving your students different options to choose from and letting them do their work in a way that they are comfortable will have a positive affect on them and their school work. There are always new conversations about so many different topics going on in the world. It will broader their horizons by letting their interest go past the classroom, perhaps even out of their state. Encouraging students to use the Internet as a tool is important for them to learn what's going on around the world. Setting the bar high is key to having your students succeed. Believing in them and what you teach them as well as what they teach you will go very far. giving your students leeway to explore themseleves and see what they come up with is very creative. Guiding your students by asking them questions to get themselves thinking and on the Right path is a great way to keep the bar high and not underestimating your students.
In order to elicit maximum creation from my students, they need to be challenged and given opportunities to display their creativity. Students should be able to create according to their capabilities instead of being limited by their teacher’s expectations of them. It is important for teacher’s to allow their students to create with an endless list of tools. They should have more freedom in the classroom, which encourages engagement and creation.
I believe that Prenky’s emphasis on world conversations is important. Our students should experience interaction with professionals as they develop and discover what they want to pursue in their post-secondary life. As they share their work and receive feedback from professionals, they will develop a better sense of what they are passionate about and what they enjoy to do. I would have my students participate in projects and choose from a wide range of tools including videos, podcasts, Listservs, blogs, and online editorials. Connecting to the world will enhance their learning.
In order to raise the bar for student creations, I would have to hold high expectations for my students and consider the value of the content of what they produce. I need to expect my students to produce their “creative best”. Prensky suggests incorporating choice, which also allows students to be more creative.
In order to elicit maximum creation from our students, I think we first need to let go. We are not in control. We don’t need to tell students that their papers should be 4-6 pages, double-spaced, in 12 point Times New Roman font. We tie their hands together and then wonder why their work wasn’t more exciting. Give them freedom. Of course, sometimes students need boundaries. Some students are overwhelmed with too much freedom because they have so many ideas and don’t know where to begin. Students should know what our expectations are and we can help them get where they want to go. That’s where those guiding questions become helpful. We can’t let the students loose and put our feet up and hope for the best. We have to find a balance between freedom and restriction. I think this balance changes depending on what we want the students to accomplish. We can use choices to help the students head in their own directions too. Instead of saying, “use any means to show me you understand this concept,” we can limit the students to 3 or 4 choices. Students will be motivated because you gave them a choice.
If you read my blog, you’ll see that I tried Tildee for the first time last week. I think the part the students most enjoyed was that their tutorial is now public. They were thrilled that ANYONE can see it. They wrote down the titles of their pages so they could show their friends and family. Anyone can now comment on their work and they’re proud of it. I think this assignment got them thinking that they can teach other students and that teaching and learning does not have to happen just inside the walls of our classroom.
I thought the part of Chapter 8 that talked about Tim Tyson being “blown away” by his students was interesting. Prensky argues that Tim’s expectations were too low. I’m not sure if he’s right because I didn’t actually see the videos, but I do think that students always rise to the occasion. If you expect your students to achieve greatness, they will. I think it goes further than creativity – I have a huge problem with teachers expecting their students to fail. (Just a sidenote…) When I hear other teachers say in September say that this kid, this kid, and this kid is going to fail, it makes me sick. You know what, they probably will fail because you’re expecting them to. You’re not even giving them a chance. (Okay, done ranting). I think it’s helpful to show your new students, the A + creations of your old students. In addition to showing them the success of other students, it gives them something to shoot for, or more importantly, something to surpass.
According to the first question, I believe that teachers need to use more creative lessons for students. Many teachers like to use traditional teaching methods that may not always be an effective instructional strategy for some learners. One way teachers can allow creativity in their classroom is by giving students more freedom and opportunities for learning in the classroom. I find Prensky’s idea on world conversation to be very important to learn. Students need to learn appropriate ways of interacting with teachers and peers. Many students should learn how to have discussions about academic materials with their peers, which is considered to be an effective strategy. In the classroom, I would allow my students to initiate and maintain discussions on topics. Then, as a teacher , I can always provide feedback about their conversations. Again the key is to have students become engaged in class lessons.
Teachers should expect the best from their students. However, it is very important that teachers set realistic goals and expectations that they feel can be achieved by their students. As read in this chapter, setting high standards for students can encourage students to harder and help them become motivated in the future. This motivation depends on the particular goals teachers select for their classroom. I think if teachers remind students about their potential to be successful, students are likely to do better academically. Teachers need to give inspirational messages to their students.
*How can I elicit maximum creation from my students related to their learning?* Students want the ability to create what they choose-what they enjoy doing. If the partnering teacher provides guiding questions, the children are then given the opportunity to use their creative minds to create something special to them. Also, a partnering teacher must allow children to use any available technology in/out of the classroom environment. Also, students LOVE options! So, give your students options when giving project assignments.
*How can I help my students engage in world conversations?* The teacher can provide the tools for the students in order. The teacher can allow them to share their text, audio podcasts, or even a video. All of these can be shared throughout the world into multiple different sources. Also, encouraging the use of online editorials and blogs allows students to participate in real world conversations which is extremely useful for the world that they will enter in the future.
*How can I continually raise the bar for my students’ creations?* Everytime an assignment is given allow even more creativity. The students will appreciate the gesture and in turn keep producing impressive work. Also, the assignments must given students the opportunity to share and receive feedback from around the world.
*How can I elicit maximum creation from my students related to their learning?* Students want the ability to create what they choose-what they enjoy doing. If the partnering teacher provides guiding questions, the children are then given the opportunity to use their creative minds to create something special to them. Also, a partnering teacher must allow children to use any available technology in/out of the classroom environment. Also, students LOVE options! So, give your students options when giving project assignments.
*How can I help my students engage in world conversations?* The teacher can provide the tools for the students in order. The teacher can allow them to share their text, audio podcasts, or even a video. All of these can be shared throughout the world into multiple different sources. Also, encouraging the use of online editorials and blogs allows students to participate in real world conversations which is extremely useful for the world that they will enter in the future.
*How can I continually raise the bar for my students’ creations?* Everytime an assignment is given allow even more creativity. The students will appreciate the gesture and in turn keep producing impressive work. Also, the assignments must given students the opportunity to share and receive feedback from around the world.
In order to elicit maximum creation from students, I feel that teachers should start with open-ended guiding questions. Allow students to use multiple tools and technologies in order to come to an answer, and also encourage them to be more creative in their answers. Also, teachers should give students more options as to what tools and resources they want to use to complete assignments. If students are using the tools they are most familiar with or of great interest to them, they may put greater effort into the assignment and achieve their highest success.
Using blogs or social networking sites is a great way to help students engage in world conversations. They can communicate their thoughts on certain world issues or anything that they are passionate about to anyone who reads the blog. Students can also post videos, podcasts , or write letters regarding certain issues and topics.
I think giving students some leeway in their assignments helps to raise the bar for student's creation. Encourage them to incorporate their own interests into the assignments, but also make sure they don't limit themselves to just things that interests them. Push students to explore other areas and topics they may be unfamiliar with.
1. How can I elicit maximum creation from my students related to their learning?
I should begin by asking open-ended guiding questions. Not only does this force me to become the “guide on the side,” students must give thoughtful and complex answers. Of course, this requires students to take control of their own learning and allows them to be as creative as they wish. They may use any number of tools and technologies to answer the question and may even incorporate their interests (leading to a much higher level of engagement). Further, this kind of choice signals to students that their opinions/likes/dislikes really matter to the teacher and they will be more willing to produce creative classroom tasks.
2.How can I help my students engage in world conversations?
In the past, students produced work simply to show one person: the teacher. This method doesn’t make much sense in the 21st century; most everything kids interact with today can be shared anywhere at anytime. I can change this by having students post their work on the web (blogs, wikis, youtube, etc.) This will help make their learning real and relevant. Personally, I liked Prensky’s idea of having students write persuasive pieces to their local politicians or post them on message boards (as a Social Studies teacher, I’m constantly looking for new ways to teach the importance of civics).
3.How can I continually raise the bar for my students’ creations?
Prensky makes an excellent point: we must not praise or evaluate student work too highly simply for using technology or completing the given task. Students should be encouraged to put as much of themselves into their work as they can. This means they should incorporate their interests (along with the content) and constantly challenge their own creativity. The teachers should only offer advice on assignments and inspire students to accomplish great things on their own.
How can I elicit maximum creation from my students related to their learning?
In order to elicit maximum creation from the students in my class, it is important to give them opportunity. Students should be given choices and multiple ways to express themselves. As teachers we should take an interest in what interests our students. From that we should design lessons and projects. By given students choice and gearing the learning to their interests I can work to elicit the maximum creation from them!
How can I help my students engage in world conversations?
I agree with Prensky that world conversations can work to benefit our students. By connecting to the world around them, my student’s learning will be enhanced greatly. A great way to have my students engage in world conversations would be through using partnering and collaboration in the classroom. I will encourage my students to take part in world conversation through the use of the internet and educational web 2.0 resources. By doing this I will allow my students to collaborate with not only their classmates but other students around the world.
How can I continually raise the bar for my students’ creations?
In order to continually raise the bar for my students’ creations I will design lessons to encourage my students to take part in collaborative web 2.0 websites. Here they could learn with their classroom peers as well as others. Using these tools, I will allow my students to express their creativity in whatever way most inspires them and my students will learn to their best ability! This type of atmosphere will allow my students more freedom and allow them to revisit topics they need to review while others can move forward to more advanced topics.
How can I elicit maximum creation from my students related to their learning?
As a teacher you can maximize creation from your students by giving them options and allowing your students to have freedom to choose the type of technology they wish to complete their project with, allowing your students to make their own choices can help maximize their participation. If you allow students to do an assignment in a way that they are creative and that they feel comfortable doing, I believe a student will become more engaged with the lesson and the assignment.
How can I help my students engage in world conversations?
One thing that is a great tool for worldy conversations is the internet. It has no limits. As teachers if we allow our students get out into the world of the internet and find the type of converstations they like and are passionate about it will enable them to engage in a different type of communication.
How can I continually raise the bar for my students' creations?
One of the main things I believe is not settling. Don't do a lesson and say, okay it is perfect, there are always ways to improve so that you are constantly raising the bar and pushing your students to do their very best. I believe that when a teacher raises their standards the students will raise their own as well. Students see that you are pushing them and they want to rise to the occassion and complete the work the best way they can.
1. How can I elicit maximum creation from my students related to their learning?
The first step is getting to know what each of my student’s passions are, encouraging them to embrace their passion, and use it as a tool to create class projects or presentations. I can elicit maximum creation from my students by providing them with the right guiding questions, and giving them the opportunity to create using as many tools and technology as they can.
2. How can I help my students engage in world conversations?
Changing up the way students present their work and using technology as a tool to open up the communication lines to world conversations. Prensky gave perfect examples of having students use online editorials, blogs, and listservers. Having the students use these types of websites as a tool during a lesson will open up communication among them, and fuse a connection between the classroom and world conversations.
3. How can I continually raise the bar for my students’ creations?
I think the most important thing we need to do as teachers is to stop underestimating our students, and start seeing them as the creative individuals that they are. Presnky said it best; “we want work that is your creative best and that pushes the boundaries of what you and I think is possible.” Also, allowing them the choice to present their work in a way that is comfortable for them, without losing sight as their teacher to expect them to do a great job.
1)Teachers can elicit maximum creation from their students by giving them the opportunity to create at maximum level that they are capable. Teachers must be open to accepting that an objective or assignment can be accomplished differently by different students. I think by offering students a variety of options for completing a project or finishing an assignment, it can allow students to be even more creative. Students need the opportunity to choose which tools they want to use. Perhaps rather than doing a science project on oak tag or a pen and paper collage, offer students the opportunity to use technology tools. They can use social media, web 2.0 tools, podcasts, youtube videos, create games, etc. Teachers must realize that there are many ways for students to answer a guiding question or complete a “task” and let them choose how they want to respond. The teacher can also make a list of possible creations to help guide the students on their creative journey. The teacher should also encourage students to try new tools and learn from each other.
2) Students can reach a much larger audience with their thoughts, opinions and assignments. The ability to use social media and web 2.0 tools allows students to get their work out on the web for people all over the world to see if they choose. They can reach a world audience and receive feedback instead of just showing the teacher. I agree that having a “real world” audience can be an incentive to do better work. Teachers can encourage students to upload their work to youtube, wikis or blogs so that they may get feedback and make their work “real.” Teachers should encourage their students to get involved in world conversations such as blogs, online editorials, and have them contribute their own beliefs. This can be done for any subject such as social studies, math, science, etc. This can be done depending on what is being studied at the time. Students can “collect opinions from different places using google search, really simple syndication, google translation and share student opinions via a class blog”(153). There are many ways to engage in world conversations via the web.
3)Teachers can raise the bar for their student’s creations by having higher expectations for what students are capable of creating. If you expect more from students, their “best” work might be less of a surprise. Students should be encouraged to create their best and push the boundaries of what they think is possible. Students should work to “blow away” their teacher and this means do the best that they can. The content should still be correct and it should show teachers “how much of themselves they can put into it”(154). It is also important to keep challenging students so that they work to exceed our expectations. Students should also be give “choice” or the ability to choose how they want to complete an assignment rather than just following directions. There can also be more choice during guiding reading rather than forcing the class to read the same book. Students should be encouraged to go in their own direction.
1. How can I elicit maximum creation from my students related to their learning?
Instead of specifically defining what students should create, I should allow them the opportunity to use their preferred methods and tools for creating. There are vast amounts of creative vehicles that have now been developed, and will continue to be developed, that allow students to create and express themselves in ways that are meaningful to them, and are conducive to their own personal learning experiences. Before assigning a project to my class, I can first have a discussion with my students and ask them their preferred methods of creating. We can make a list and students could choose from the list which method they would like to utilize. The more choices students have in the creation process, the better.
2. How can I help my students engage in world conversations?
I can encourage my students to use the technology available to them to find world conversations that pertain to what we are learning about in class, or to further develop whatever it is that they are passionate about, and then join in. Additionally, I can encourage students to engage in world conversations by starting them themselves. This can be done through numerous means such as through the creation of an op-ed webpage, blog, or video postings that allow others to post their opinions and give feedback.
3. How can I continually raise the bar for my students’ creations?
I can continually raise the bar for my students’ creations by never underestimating what my students are capable of creating, giving them creative freedom, consistently challenging them, and by ensuring the quality of their work. I should always have high expectations of my students and the work they are submitting. I don’t want all flash and no content. Simply using technology is not enough—I need to make sure they are using the technology to create work that is rigorous, has high-quality content and shows a clear understanding of the lesson I’m trying to convey.
1. How can I elicit maximum creation from my students related to their learning?
The way a teacher can elicit maximum creation from their students in relation to learning is to ask them to create. Students want to create and they want to put their own personal touches on their projects. Students use technology all the time out of the classroom to create things so why not assimilate this process into the classroom. Teachers can assign a generate project/topic and allow students to take that project in any direction they would like. Different students succeed by using different venues of technology and learning through different styles and allowing students to create in their own way can nurture these learners. This is not the ‘old, traditional’ way of doing homework that involves quizzes, essays, worksheets, etc. Teachers need to adjust their grading system and curriculum to be able to accept different assignments/projects/nouns for the same project. This is the way students can create at their maximum level and increase their learning and thinking. By adopting this process, teachers really can prepare students to use the tools available to them in the real world.
2. How can I help my student engage in world conversation?
It is very important for teachers to teach students how to communicate with the world and give them venues to do so. In many classrooms, students are not just doing work for their teacher to see but for the whole world to see. Teachers are now requiring students to post their work on public sites so the world can read and give feedback on their work. This seems to be a motivation tool for students who do ‘better’ work when they know people from around the world will be able to see it and comment on it. Students can also contribute to worldwide conversations. In any academic subject, students can join discussion boards and share their opinion, and read others’ opinions, on topics that they are interested in or currently learning about. In Social Studies, students can discuss the causes of a specific war or the state of an economy; in English, students can write a persuasive letter to a politician about an issues that directly affects their town/state; and on Science, students can discuss, with someone from Asia plant species that are only indigenous to a place in Asia. The possibilities for students engaging in worldwide conversations are endless and a major learning and motivation tool. During my Web 2.0 search, I found an interesting tool, United Classrooms, which directly applies to worldwide conversation. When using United Classrooms, each class ahs their own homepage that tells the reader about their specific class. Same grade-level classes can communicate with other classes across the globe about the topics they are learning about or any topic that interests them. This is a great tool that allows teachers to set up worldwide conversations for their students/classes.
3. How can I continuously raise the bar for my students’ creations?
Raising the bar for students’ creations is all about abandoning the current bar and instructions set for students. Often teachers, underestimate the abilities of students in relation to their work and the ways students can do their work. When choosing technology, teachers open pick the most basic form of the noun because that is all they feel students can use. However, students are far more capable to use different forms of technology and nouns than teachers can even use themselves. The best was to continuously raise the bar for students’ creations is to allow choice, engage slackers, bring in the pros, ask students technologies to use, and to balance cooperation and competition. In order to allow choice, teachers must allow students to chose the way they wish to present the assigned project. This can be in the form of a video, audio, writing, poster, or anything that the students chose. In reading, students should be allowed to pick their own book, song, essay, or any other informational component, and express how the specific elements are shown. Teachers need to allow students to show off their passions in the form of projects/learning processes. This is a major way to engage slackers and bring out the best of their work. If a teacher allows slackers to use whatever tools they wish to learn and present they will be much more inclined to do the work well. Students are also very motivated if the teacher brings in speakers/videos of real world ‘pros’ to teach and talk to students about topics or nouns they are learning about. Teachers should also take advantage of their students’ knowledge and ask them which technologies they should use to do certain projects. This shows students that their opinion is valued and they are allowed to use whatever technology they like. Lastly, in order to continuously raise the bar for students’ creations is to balance cooperation and competition. In most cases, students love one aspect and dislike the other of competition/cooperation. A teacher should include both aspects in their lessons with a fair balance. When students are allow to create whatever they want for a project/topic they will be very motivated and excited about their personal creations.
1. How can I elicit maximum creation from my students related to their learning? I think that in order to elicit maximum creation I would listen to my students about their passions and their like and dislike. I would include their passions in my lesson plan so they relate the lesson to their life. I would challenge them and would have and open conversation on what tools they prefer to work with to create their assignment. I would give them freedom to choose the tools they want in order to be creative and engage them in the classroom. 2. How can I help my students engage in world conversations? Now day’s children are having worldwide interactions such as playing games, sharing videos in you tube, having conversations, Facebook, etc. They already know how to get access and connect to people around the world. The question is how to guide them and coach them to do this for their education. I would connect students with professionals so they can share their work and have feedback from them. This will motivate student to do a better work and a sense of having a real audience.
3. How can I continually raise the bar for my students’ creations? I would continually raise the bar for my students’ creations by give them tool options to complete their assignment in whatever way they are most inspire. I would provide choices to motivate my students to be creative at his or her best.
1.As a teacher I can maximize creation from my students for their learning in a few different ways. First it is important to learn from your students, learn about what they are interested in and passionate about. Teacher can give students options when completing an assignment based on their interests. If I were giving an assignment on immigration I could give students several options in order to portray their knowledge such as a diorama of Ellis Island or an immigration ship. A writing assignment for students who like to research information. A video reenactment of Ellis Island. Or a creative writing assignment that includes diary entries of a child emigrating from their country to America.
2. Allowing students to participate in world conversations are extremely important and is the teacher’s responsibility to show students how to do so safely and efficiently. As a teacher I could provide the tools necessary for students to participate in learning of this method. As stated by Prensky, teachers can provide students with such tools as blogs and online editorials to share their thought and information. By using web 2.0 tools such as blog or wiki’s student’s information can be presented on the internet for other students to converse on. With resources like these available to schools, students are now able to learn from one another and learn in more interesting ways rather than reading textbooks.
3.Raising the bar for student’s creations is what teachers do. They are constantly providing challenges to their students in order for them to grow. Students minds are much like muscles in our bodies. Challenging them with weights and exercises make them stronger and increasing those weights and exercises strengthens the muscles. By raising the bar and increasing the challenge for students is what will make them stronger students. It is most important for teachers to never underestimate the capabilities of their students. When students are present assignments that interest them, students will strive to do their best work and present it in their most comfortable nature. Teachers want to embrace students strengths and allow them to work forward with their strengths to grow as better learners.
1. How can I elicit maximum creation from my students related to their learning? In order to elicit the maximum creation from my students, I would need to be willing to allow all students to have the freedom to be creative. I would need to be flexible in allowing assignments to be done in a way that the student can display their maximum capability. As long as the student s are able to show that they have learned the objectives, then it shouldn’t matter the route it took to get there. 2. How can I help my students engage in world conversations? I can help my students engage in world conversations by allowing them to explore their passions. I can then guide them and get them to make connections to what I am teaching. This can be done by using web 2.0 tools which will allow the students to be able to interact and share with each other and the world. 3. How can I continually raise the bar for my students’ creations? I can continually raise the bar for my students’ creations by allowing them to do things their way along with some guidance from me. Listening to my students and finding out how they may want to navigate their learning, will give me a better understanding on how to help them to get the most out of their learning.
How can I elicit maximum creation from my students related to their learning? As a future teacher I will elicit maximum creation from my students by giving them options to choose the type of technology of their like to complete assignment. I will give them the freedom that they need because this would allow them to maximize their creation and would enhance their learning. As stated in the chapter, when the teacher allow students to do an assignment in a way in which they would use their creativity and their knowledge they will feel more comfortable doing whatever it is that the teacher ask of them.
How can I help my students engage in world conversations? As a future teacher I would help my students to engage in world conversation by using all the possible computer technology. The Internet would be one of my greatest friends. As Prensky states in this chapter, world conversations would benefit students greatly. Prensky informs us that the students would have a great experience and would get a chance “to collect opinions from many different places, use the web, RSS, Google translation, and other tools, and then sharing student opinions in return, via a class blog or postings directly to the various sources”.
How can I continually raise the bar for my students’ creations? As a future teacher I would always raise the bar for my students creations by always having the highest expectations of them. Students most believe that they are competent and have self-worth. Another person’s judgments and approval can play a key role in the development of a sense of competence and self-worth. Learners want a sense of autonomy and self-direction regarding the things they do and the course their lives take. If you as a teacher think a student is not worth, the student would also start to believe the same. This was best said by Prensky on page 261 of this chapter, “they are rockets, and will, if we do our job well, take off and rise to the challenge. But for students to want to rise to such challenges they have to have the freedom to do it in their own way.
Teacher's can elicit maximum creation of students by allowing them to be creative and relating to them in "real life" situations. Technique that can be applied asking guiding questions, collaborative work, allowing real world conversations and audiences, balancing cooperation and competition. Use of modern day technology and empowering students to teach as well as learning. Engaging in world conversation can be encouraged by using technology such as web 2.0 tools to interact with the world by sharing ideas on real current subjects. We can continue to raise the bar of the students by allowing them to advocate for themselves by encouraging them to continue their learning experience beyond the classroom and with the world such as campaigning, fundraising, and etc.
MY PERSONAL PLEDGE AS AN EDUCATOR: I WILL … How can I elicit maximum creation from my students related to their learning?
As an educator I can elicit maximum creativity from my students by getting to know them and what they are passionate about. I will remove limitations and encourage them to creative. I will strive to research and find out what “kind” of learner they are. I pledge to allow them to work at their own reasonable pace, exploring and utilizing the tools necessary to learn their way. I will give the students choices and opportunities that permit them to invent ways of displaying what they have accomplished. I will help them to strive for an understanding of the materials so that they can apply what they learned to real and relatable aspects of their lives. I will accept that as a teacher I am also a student, as the students may introduce a new and innovative way of learning to me.
How can I help my students engage in world conversations? I will ask guides questions and challenge them to find answers through exploration. I will allow them to use the tools that best display their passion. I will encourage them to elaborate on topic that they are most enthusiastic and excited about. The internet allows everyone to engage in several different topic with varying subject and topics. Prenky stresses importance of world conversation. My student will be encouraged to interact, intermingle, network and interrelate with students, educators and professionals globally. They will expand, grow and discover what the life after school can be for them. They will be able to share what they learned, showcasing their learning and their teaching.
How can I continually raise the bar for my students’ creations?
As an educator I will never misjudge, underrate or underestimate my students. I will set challenging and achievable goals. I will validate their finding and challenge them to elaborate. I will be true to my teaching standards and display my fervor for teaching to draw a zeal for them to learn. I will teach my student to strive for their own personal best by setting goals for themselves at the same time satisfying the curriculum. I will show them that there is more than one avenue that leads to success. Teaching will encompass their creativity, inventiveness and resourcefulness. I will allow for their input making the project truly theirs creating ownership and pride in the project. As we all know, no one wants their name to be associate with failure or low standards. My student will succeed.
29 comments:
To elicit maximum creation from students, the teacher must first ask guiding questions, which have been stressed previously, in ways that allow for many possible creative answers and ways to present those answers. This also means having to accept that students may use tools and technologies the teacher is unfamiliar with and may not be traditional methods or presentations. I liked the idea of the science fair because with science fairs, students are given a broad topic with endless means to accomplish their specific goal. Although there are rules in place for the competition, the ideas are all the student's. The more students are encouraged to engage in this type of thinking by guiding questions, teacher direction, and assignment options, students can fulfill their creative potential.
Helping students to engage in real world conversations means giving the student a real world audience. Instead of creating work that only the teacher will see, students can create 'work' for their community, targeted audience, or the entire internet world to see. Because the work is seen by many others, this public display serves as an incentive to students to do better. To facilitate the conversation, work can be done on blogs, videos uploaded to YouTube, through podcasts, and letters to the editor or congressmen. Teachers can help students seek out conversations or issues regarding topics they are passionate about and have opinion on and then encourage them to share their ideas.
Just because work uses technology does not mean it requires praise or is high quality, First, teachers need to raise their expectations of what students can accomplish; technology can be difficult to master but given the challenge, students can rise to the occasion. Teachers can encourage their students by telling their students to push past their typical boundaries of work and use their creativity to surpass even their own expectations. Choice is essential to this motivation, because when given the opportunity to create in ways that inspire them about ideas that matter to them, they will create better, more detailed work.
To elicit maximum creation from students, teachers must provide questions that can be answered in many different creative ways. Giving students the choice to answer questions in their most creative way encourages them to aim high to reach their fullest potential. Choices are also a way for the teacher to continually raise the bar for students. I liked the idea to bring in the professionals to really help the students to master a skill. This then creates a certain level a creation for the students. This also allows them to feel less stressed and possibly actually excited to complete an assignment. If you give a questions and the only option they have is to answer it through an essay can offset a lot of anxiety. Some students may just not be great writers but they may be awesome on creating videos. Give them options so they can show you what they are capable of. To encourage students to engage in world conversations give them assignments or questions that all them to share with the world. Don't give ones that only the teachers and students can see. Examples of this would be using a blog or creating a youtube video. Students want their voices to be heard in the classroom as well as outside it and this is an excellent way to for them to do it.
I agree with Amanda, that in order to allow for creativity the right questions need to be asked. Im constantly thinking of how i can ask the students to explain why something works, or how they knew to try a certain approach to a problem. I especially try to have them explain their train of thought if they did something wrong because i believe the constructivist approach has many positives effects to it, which allows the students to learn from their mistakes. I also try to ask questions that can have more than one answer, like asking the students to create a graph with certain domains or discontinuities, instead of them just answering the questions to the graph that i drew. I also ask my students to create their own problem, which allows them to be as creative as they want to be. I got that idea from one of my math professor's who used to say " You learn math by doing math". "You master math by teaching math". And a part of teaching math is creating problems. To go along with that i think in order to engage my students in world conversations, i can ask them to create videos of them completing problems, then post them to youtube to see if other people comment on them, which can start world conversations about the math they have done. I could also have the students pair up with other students that are learning the same things they are, but in another country. Then have them teach or explain what they have learned to their partner. This would go both ways so that they would learn from their partner as well. They might learn how to do a math problem a different way than they were taught. Then i could learn from my students too! I strongly believe that the expectations that teachers set for their students is more often than not, too low. For example it doesnt make sense to me why math problems are made to work out to whole numbers when the students are younger. This just makes the older students think they are doing the wrong work when they get a decimal answer. Ive had some of the brightest students, think they got an answer wrong just because it was a decimal, even though when looking back at their work they would say "Everything i did logically makes sense" I also believe they should set the bar high because i think it is better to always have something to strive for. Otherwise the brightest students are the ones that are missing out because the bar is being set to low for them and they arent challenged, then they disengage. Engaging the slackers is probably the most challenging part of teaching for me. I have tried to give choice to my students before, even left it open ended where they can come up with their own ideas on what they want to do for a project. But, sometimes the student just doesnt want to do anything even if it is related to something they enjoy doing outside of school, such as a sport. I saw the title "Engage Slackers" and got excited, but it didnt give me any new ideas on how to engage certain students who are unmotivated. Some of the ideas from the chapter have worked for me for some unmotivated students, but not all. This will probably be something i reflect and research about for many years.
I can elicit maximum creation from my students by allowing them to choose the technological tools they wish to use to complete class projects and assignments. I will also allow my students to create projects using different formats, concepts, and approaches that interest them. Allowing my students total creative freedom and responsibility over their work will illicit more quality creations. I can help my students engage in world creations by allowing them to utilize online publishing sites such as youtube, blogs, and online debate sites. These sites are read and utilized by people all around the world. Students will be encouraged to join these conversations and contribute something to what they feel passionate about. Students can post their own videos for feedback and even create polls on topics of interest to collect opinions from around the world. I can continually raise the bar for my students by focusing more on the content and clarity of assignments, and giving students more challenging work. Allowing students to take advantage of the technological tools to express their creativity in whatever way most inspires them. Students should be able to choose music and movies instead of novels and short stories. Students will be encouraged to go in their own direction but the needs and the requirements of the teacher will still be met. Students should never be allowed to slack, each student should be taking equal responsibility for their work. Quality over quantity will be emphasized, as long as the work is exceptional it can be shortened. Also having volunteers come in to the class and give students tips and coach students upon completing projects in their field.
To elicit maximum creation from my students I cannot put large limitations on what I allow them to create in my classrooms. I cannot tell them to limit their choices on assignments because I am unfamiliar with the technology. More times than not, I will be unfamiliar with the technology these students are capable of using, but they can teach me as well. No longer can I try to tell the forum they need to utilize (essays, poster board, etc) and what it needs to say. To maximize their potential students need to be allowed to explore all vehicles to express both learning and creativity. They definitely do not want to always write essays for all major assignments in social studies. It is truly astonishing how assignments of the past that I remember, such as dressing up like a pharaoh of ancient Egypt, can all be done by the use of avatars with software. The possibilities are limitless for creation and that is the way it needs to be, so students can work at a higher level with tools they are familiar with.
The wonderful thing about the internet is there are conversations going on all the time, everywhere in the world. Students do not have to be limited to discussing what is happening in the class recently. Allowing my students to go out there and seek out a discussion that they are passionate about will allow them to have world conversations with a real life audience. It should not come as a surprise for many that students who are given this chance will raise the level of their work because they know they are speaking to and discussing with more than just their peers, but people around the globe. The incentive to do more than the basic conversations in the classroom are there for the taking.
Underestimating students is something I have encountered often when have conversations with teachers. Too often educators do not give their students enough credit for what they are capable of doing, which I admit I have been guilty of in the past. When teachers sell their students short, they often are not letting them explore other mediums of expression in assignments and limiting their creativity. However, when they do blow us away it should not just be because they used a technology that is not the norm. Just because they have the capability to employ the technology does not mean the content is great. We need to push students towards a focus of combining both technology and content. They also need a choice into what they are allowed to do. The freedom to choose will give more inspiration and allow for amazing creativity. However, students can surely fall into a hole where they rely heavily on the technology for shock value and forget about what they are actually trying to convey. Challenging them at every turn is something as teachers we must do in order to raise the bar.
How can I elicit maximum creation from my students related to their learning?
One way to get the maximum amount of effort and creativity out of your students is to present them with an audience that will be able to give feedback and critique their work. But the best way to get the maximum creation out of your students is to allow them to do their work, and complete assignments in their own way. Give them options and allow them to come up with their own way of showing that they understand the material and how it affects them.
How can I help my students engage in world conversations?
The internet allows for anybody to engage in world conversations on any topic their please. Students are usually more aware of different sites and tools that can be used to engage in these conversations than the teacher does. And the students should be encouraged to use these tools and join in on any conversation that sparks their interest.
How can I continually raise the bar for my students’ creations?
It never makes sense for a teacher to underestimate their students because by doing so you have already ensured that those students will not excel in your class. You must set the bar high in order to push students to continue to work harder and achieve greater. And students know when a teacher does not have faith in them, so by setting high standards you already have shown your students you have faith that they can succeed and they will work harder to reach your standards. But if you are going to raise the bar you have to evaluate student work more intensely and you have to allow the students to create work on their own. If students choose to do something, rather than being told to do something, the chances are you will get better work out of them.
By allowing students to choose the technology that they wish to use if or their projects is a good way that I can elicit maximum creation. Giving your students different options to choose from and letting them do their work in a way that they are comfortable will have a positive affect on them and their school work.
There are always new conversations about so many different topics going on in the world. It will broader their horizons by letting their interest go past the classroom, perhaps even out of their state. Encouraging students to use the Internet as a tool is important for them to learn what's going on around the world.
Setting the bar high is key to having your students succeed. Believing in them and what you teach them as well as what they teach you will go very far. giving your students leeway to explore themseleves and see what they come up with is very creative. Guiding your students by asking them questions to get themselves thinking and on the Right path is a great way to keep the bar high and not underestimating your students.
In order to elicit maximum creation from my students, they need to be challenged and given opportunities to display their creativity. Students should be able to create according to their capabilities instead of being limited by their teacher’s expectations of them. It is important for teacher’s to allow their students to create with an endless list of tools. They should have more freedom in the classroom, which encourages engagement and creation.
I believe that Prenky’s emphasis on world conversations is important. Our students should experience interaction with professionals as they develop and discover what they want to pursue in their post-secondary life. As they share their work and receive feedback from professionals, they will develop a better sense of what they are passionate about and what they enjoy to do. I would have my students participate in projects and choose from a wide range of tools including videos, podcasts, Listservs, blogs, and online editorials. Connecting to the world will enhance their learning.
In order to raise the bar for student creations, I would have to hold high expectations for my students and consider the value of the content of what they produce. I need to expect my students to produce their “creative best”. Prensky suggests incorporating choice, which also allows students to be more creative.
In order to elicit maximum creation from our students, I think we first need to let go. We are not in control. We don’t need to tell students that their papers should be 4-6 pages, double-spaced, in 12 point Times New Roman font. We tie their hands together and then wonder why their work wasn’t more exciting. Give them freedom. Of course, sometimes students need boundaries. Some students are overwhelmed with too much freedom because they have so many ideas and don’t know where to begin. Students should know what our expectations are and we can help them get where they want to go. That’s where those guiding questions become helpful. We can’t let the students loose and put our feet up and hope for the best. We have to find a balance between freedom and restriction. I think this balance changes depending on what we want the students to accomplish. We can use choices to help the students head in their own directions too. Instead of saying, “use any means to show me you understand this concept,” we can limit the students to 3 or 4 choices. Students will be motivated because you gave them a choice.
If you read my blog, you’ll see that I tried Tildee for the first time last week. I think the part the students most enjoyed was that their tutorial is now public. They were thrilled that ANYONE can see it. They wrote down the titles of their pages so they could show their friends and family. Anyone can now comment on their work and they’re proud of it. I think this assignment got them thinking that they can teach other students and that teaching and learning does not have to happen just inside the walls of our classroom.
I thought the part of Chapter 8 that talked about Tim Tyson being “blown away” by his students was interesting. Prensky argues that Tim’s expectations were too low. I’m not sure if he’s right because I didn’t actually see the videos, but I do think that students always rise to the occasion. If you expect your students to achieve greatness, they will. I think it goes further than creativity – I have a huge problem with teachers expecting their students to fail. (Just a sidenote…) When I hear other teachers say in September say that this kid, this kid, and this kid is going to fail, it makes me sick. You know what, they probably will fail because you’re expecting them to. You’re not even giving them a chance. (Okay, done ranting). I think it’s helpful to show your new students, the A + creations of your old students. In addition to showing them the success of other students, it gives them something to shoot for, or more importantly, something to surpass.
According to the first question, I believe that teachers need to use more creative lessons for students. Many teachers like to use traditional teaching methods that may not always be an effective instructional strategy for some learners. One way teachers can allow creativity in their classroom is by giving students more freedom and opportunities for learning in the classroom.
I find Prensky’s idea on world conversation to be very important to learn. Students need to learn appropriate ways of interacting with teachers and peers. Many students should learn how to have discussions about academic materials with their peers, which is considered to be an effective strategy. In the classroom, I would allow my students to initiate and maintain discussions on topics. Then, as a teacher , I can always provide feedback about their conversations. Again the key is to have students become engaged in class lessons.
Teachers should expect the best from their students. However, it is very important that teachers set realistic goals and expectations that they feel can be achieved by their students. As read in this chapter, setting high standards for students can encourage students to harder and help them become motivated in the future. This motivation depends on the particular goals teachers select for their classroom. I think if teachers remind students about their potential to be successful, students are likely to do better academically. Teachers need to give inspirational messages to their students.
*How can I elicit maximum creation from my students related to their learning?*
Students want the ability to create what they choose-what they enjoy doing. If the partnering teacher provides guiding questions, the children are then given the opportunity to use their creative minds to create something special to them. Also, a partnering teacher must allow children to use any available technology in/out of the classroom environment. Also, students LOVE options! So, give your students options when giving project assignments.
*How can I help my students engage in world conversations?*
The teacher can provide the tools for the students in order. The teacher can allow them to share their text, audio podcasts, or even a video. All of these can be shared throughout the world into multiple different sources. Also, encouraging the use of online editorials and blogs allows students to participate in real world conversations which is extremely useful for the world that they will enter in the future.
*How can I continually raise the bar for my students’ creations?*
Everytime an assignment is given allow even more creativity. The students will appreciate the gesture and in turn keep producing impressive work. Also, the assignments must given students the opportunity to share and receive feedback from around the world.
*How can I elicit maximum creation from my students related to their learning?*
Students want the ability to create what they choose-what they enjoy doing. If the partnering teacher provides guiding questions, the children are then given the opportunity to use their creative minds to create something special to them. Also, a partnering teacher must allow children to use any available technology in/out of the classroom environment. Also, students LOVE options! So, give your students options when giving project assignments.
*How can I help my students engage in world conversations?*
The teacher can provide the tools for the students in order. The teacher can allow them to share their text, audio podcasts, or even a video. All of these can be shared throughout the world into multiple different sources. Also, encouraging the use of online editorials and blogs allows students to participate in real world conversations which is extremely useful for the world that they will enter in the future.
*How can I continually raise the bar for my students’ creations?*
Everytime an assignment is given allow even more creativity. The students will appreciate the gesture and in turn keep producing impressive work. Also, the assignments must given students the opportunity to share and receive feedback from around the world.
In order to elicit maximum creation from students, I feel that teachers should start with open-ended guiding questions. Allow students to use multiple tools and technologies in order to come to an answer, and also encourage them to be more creative in their answers. Also, teachers should give students more options as to what tools and resources they want to use to complete assignments. If students are using the tools they are most familiar with or of great interest to them, they may put greater effort into the assignment and achieve their highest success.
Using blogs or social networking sites is a great way to help students engage in world conversations. They can communicate their thoughts on certain world issues or anything that they are passionate about to anyone who reads the blog. Students can also post videos, podcasts , or write letters regarding certain issues and topics.
I think giving students some leeway in their assignments helps to raise the bar for student's creation. Encourage them to incorporate their own interests into the assignments, but also make sure they don't limit themselves to just things that interests them. Push students to explore other areas and topics they may be unfamiliar with.
1. How can I elicit maximum creation from my students related to their learning?
I should begin by asking open-ended guiding questions. Not only does this force me to become the “guide on the side,” students must give thoughtful and complex answers. Of course, this requires students to take control of their own learning and allows them to be as creative as they wish. They may use any number of tools and technologies to answer the question and may even incorporate their interests (leading to a much higher level of engagement). Further, this kind of choice signals to students that their opinions/likes/dislikes really matter to the teacher and they will be more willing to produce creative classroom tasks.
2.How can I help my students engage in world conversations?
In the past, students produced work simply to show one person: the teacher. This method doesn’t make much sense in the 21st century; most everything kids interact with today can be shared anywhere at anytime. I can change this by having students post their work on the web (blogs, wikis, youtube, etc.) This will help make their learning real and relevant. Personally, I liked Prensky’s idea of having students write persuasive pieces to their local politicians or post them on message boards (as a Social Studies teacher, I’m constantly looking for new ways to teach the importance of civics).
3.How can I continually raise the bar for my students’ creations?
Prensky makes an excellent point: we must not praise or evaluate student work too highly simply for using technology or completing the given task. Students should be encouraged to put as much of themselves into their work as they can. This means they should incorporate their interests (along with the content) and constantly challenge their own creativity. The teachers should only offer advice on assignments and inspire students to accomplish great things on their own.
How can I elicit maximum creation from my students related to their learning?
In order to elicit maximum creation from the students in my class, it is important to give them opportunity. Students should be given choices and multiple ways to express themselves. As teachers we should take an interest in what interests our students. From that we should design lessons and projects. By given students choice and gearing the learning to their interests I can work to elicit the maximum creation from them!
How can I help my students engage in world conversations?
I agree with Prensky that world conversations can work to benefit our students. By connecting to the world around them, my student’s learning will be enhanced greatly. A great way to have my students engage in world conversations would be through using partnering and collaboration in the classroom. I will encourage my students to take part in world conversation through the use of the internet and educational web 2.0 resources. By doing this I will allow my students to collaborate with not only their classmates but other students around the world.
How can I continually raise the bar for my students’ creations?
In order to continually raise the bar for my students’ creations I will design lessons to encourage my students to take part in collaborative web 2.0 websites. Here they could learn with their classroom peers as well as others. Using these tools, I will allow my students to express their creativity in whatever way most inspires them and my students will learn to their best ability! This type of atmosphere will allow my students more freedom and allow them to revisit topics they need to review while others can move forward to more advanced topics.
How can I elicit maximum creation from my students related to their learning?
As a teacher you can maximize creation from your students by giving them options and allowing your students to have freedom to choose the type of technology they wish to complete their project with, allowing your students to make their own choices can help maximize their participation. If you allow students to do an assignment in a way that they are creative and that they feel comfortable doing, I believe a student will become more engaged with the lesson and the assignment.
How can I help my students engage in world conversations?
One thing that is a great tool for worldy conversations is the internet. It has no limits. As teachers if we allow our students get out into the world of the internet and find the type of converstations they like and are passionate about it will enable them to engage in a different type of communication.
How can I continually raise the bar for my students' creations?
One of the main things I believe is not settling. Don't do a lesson and say, okay it is perfect, there are always ways to improve so that you are constantly raising the bar and pushing your students to do their very best. I believe that when a teacher raises their standards the students will raise their own as well. Students see that you are pushing them and they want to rise to the occassion and complete the work the best way they can.
1. How can I elicit maximum creation from my students related to their learning?
The first step is getting to know what each of my student’s passions are, encouraging them to embrace their passion, and use it as a tool to create class projects or presentations. I can elicit maximum creation from my students by providing them with the right guiding questions, and giving them the opportunity to create using as many tools and technology as they can.
2. How can I help my students engage in world conversations?
Changing up the way students present their work and using technology as a tool to open up the communication lines to world conversations. Prensky gave perfect examples of having students use online editorials, blogs, and listservers. Having the students use these types of websites as a tool during a lesson will open up communication among them, and fuse a connection between the classroom and world conversations.
3. How can I continually raise the bar for my students’ creations?
I think the most important thing we need to do as teachers is to stop underestimating our students, and start seeing them as the creative individuals that they are. Presnky said it best; “we want work that is your creative best and that pushes the boundaries of what you and I think is possible.” Also, allowing them the choice to present their work in a way that is comfortable for them, without losing sight as their teacher to expect them to do a great job.
1)Teachers can elicit maximum creation from their students by giving them the opportunity to create at maximum level that they are capable. Teachers must be open to accepting that an objective or assignment can be accomplished differently by different students. I think by offering students a variety of options for completing a project or finishing an assignment, it can allow students to be even more creative. Students need the opportunity to choose which tools they want to use. Perhaps rather than doing a science project on oak tag or a pen and paper collage, offer students the opportunity to use technology tools. They can use social media, web 2.0 tools, podcasts, youtube videos, create games, etc. Teachers must realize that there are many ways for students to answer a guiding question or complete a “task” and let them choose how they want to respond. The teacher can also make a list of possible creations to help guide the students on their creative journey. The teacher should also encourage students to try new tools and learn from each other.
2) Students can reach a much larger audience with their thoughts, opinions and assignments. The ability to use social media and web 2.0 tools allows students to get their work out on the web for people all over the world to see if they choose. They can reach a world audience and receive feedback instead of just showing the teacher. I agree that having a “real world” audience can be an incentive to do better work. Teachers can encourage students to upload their work to youtube, wikis or blogs so that they may get feedback and make their work “real.” Teachers should encourage their students to get involved in world conversations such as blogs, online editorials, and have them contribute their own beliefs. This can be done for any subject such as social studies, math, science, etc. This can be done depending on what is being studied at the time. Students can “collect opinions from different places using google search, really simple syndication, google translation and share student opinions via a class blog”(153). There are many ways to engage in world conversations via the web.
3)Teachers can raise the bar for their student’s creations by having higher expectations for what students are capable of creating. If you expect more from students, their “best” work might be less of a surprise. Students should be encouraged to create their best and push the boundaries of what they think is possible. Students should work to “blow away” their teacher and this means do the best that they can. The content should still be correct and it should show teachers “how much of themselves they can put into it”(154). It is also important to keep challenging students so that they work to exceed our expectations. Students should also be give “choice” or the ability to choose how they want to complete an assignment rather than just following directions. There can also be more choice during guiding reading rather than forcing the class to read the same book. Students should be encouraged to go in their own direction.
1. How can I elicit maximum creation from my students related to their learning?
Instead of specifically defining what students should create, I should allow them the opportunity to use their preferred methods and tools for creating. There are vast amounts of creative vehicles that have now been developed, and will continue to be developed, that allow students to create and express themselves in ways that are meaningful to them, and are conducive to their own personal learning experiences. Before assigning a project to my class, I can first have a discussion with my students and ask them their preferred methods of creating. We can make a list and students could choose from the list which method they would like to utilize. The more choices students have in the creation process, the better.
2. How can I help my students engage in world conversations?
I can encourage my students to use the technology available to them to find world conversations that pertain to what we are learning about in class, or to further develop whatever it is that they are passionate about, and then join in. Additionally, I can encourage students to engage in world conversations by starting them themselves. This can be done through numerous means such as through the creation of an op-ed webpage, blog, or video postings that allow others to post their opinions and give feedback.
3. How can I continually raise the bar for my students’ creations?
I can continually raise the bar for my students’ creations by never underestimating what my students are capable of creating, giving them creative freedom, consistently challenging them, and by ensuring the quality of their work. I should always have high expectations of my students and the work they are submitting. I don’t want all flash and no content. Simply using technology is not enough—I need to make sure they are using the technology to create work that is rigorous, has high-quality content and shows a clear understanding of the lesson I’m trying to convey.
Part 1
1. How can I elicit maximum creation from my students related to their learning?
The way a teacher can elicit maximum creation from their students in relation to learning is to ask them to create. Students want to create and they want to put their own personal touches on their projects. Students use technology all the time out of the classroom to create things so why not assimilate this process into the classroom. Teachers can assign a generate project/topic and allow students to take that project in any direction they would like. Different students succeed by using different venues of technology and learning through different styles and allowing students to create in their own way can nurture these learners. This is not the ‘old, traditional’ way of doing homework that involves quizzes, essays, worksheets, etc. Teachers need to adjust their grading system and curriculum to be able to accept different assignments/projects/nouns for the same project. This is the way students can create at their maximum level and increase their learning and thinking. By adopting this process, teachers really can prepare students to use the tools available to them in the real world.
2. How can I help my student engage in world conversation?
It is very important for teachers to teach students how to communicate with the world and give them venues to do so. In many classrooms, students are not just doing work for their teacher to see but for the whole world to see. Teachers are now requiring students to post their work on public sites so the world can read and give feedback on their work. This seems to be a motivation tool for students who do ‘better’ work when they know people from around the world will be able to see it and comment on it. Students can also contribute to worldwide conversations. In any academic subject, students can join discussion boards and share their opinion, and read others’ opinions, on topics that they are interested in or currently learning about. In Social Studies, students can discuss the causes of a specific war or the state of an economy; in English, students can write a persuasive letter to a politician about an issues that directly affects their town/state; and on Science, students can discuss, with someone from Asia plant species that are only indigenous to a place in Asia. The possibilities for students engaging in worldwide conversations are endless and a major learning and motivation tool. During my Web 2.0 search, I found an interesting tool, United Classrooms, which directly applies to worldwide conversation. When using United Classrooms, each class ahs their own homepage that tells the reader about their specific class. Same grade-level classes can communicate with other classes across the globe about the topics they are learning about or any topic that interests them. This is a great tool that allows teachers to set up worldwide conversations for their students/classes.
Part 2
3. How can I continuously raise the bar for my students’ creations?
Raising the bar for students’ creations is all about abandoning the current bar and instructions set for students. Often teachers, underestimate the abilities of students in relation to their work and the ways students can do their work. When choosing technology, teachers open pick the most basic form of the noun because that is all they feel students can use. However, students are far more capable to use different forms of technology and nouns than teachers can even use themselves. The best was to continuously raise the bar for students’ creations is to allow choice, engage slackers, bring in the pros, ask students technologies to use, and to balance cooperation and competition. In order to allow choice, teachers must allow students to chose the way they wish to present the assigned project. This can be in the form of a video, audio, writing, poster, or anything that the students chose. In reading, students should be allowed to pick their own book, song, essay, or any other informational component, and express how the specific elements are shown. Teachers need to allow students to show off their passions in the form of projects/learning processes. This is a major way to engage slackers and bring out the best of their work. If a teacher allows slackers to use whatever tools they wish to learn and present they will be much more inclined to do the work well. Students are also very motivated if the teacher brings in speakers/videos of real world ‘pros’ to teach and talk to students about topics or nouns they are learning about. Teachers should also take advantage of their students’ knowledge and ask them which technologies they should use to do certain projects. This shows students that their opinion is valued and they are allowed to use whatever technology they like. Lastly, in order to continuously raise the bar for students’ creations is to balance cooperation and competition. In most cases, students love one aspect and dislike the other of competition/cooperation. A teacher should include both aspects in their lessons with a fair balance. When students are allow to create whatever they want for a project/topic they will be very motivated and excited about their personal creations.
1. How can I elicit maximum creation from my students related to their learning?
I think that in order to elicit maximum creation I would listen to my students about their passions and their like and dislike. I would include their passions in my lesson plan so they relate the lesson to their life. I would challenge them and would have and open conversation on what tools they prefer to work with to create their assignment. I would give them freedom to choose the tools they want in order to be creative and engage them in the classroom.
2. How can I help my students engage in world conversations?
Now day’s children are having worldwide interactions such as playing games, sharing videos in you tube, having conversations, Facebook, etc. They already know how to get access and connect to people around the world. The question is how to guide them and coach them to do this for their education. I would connect students with professionals so they can share their work and have feedback from them. This will motivate student to do a better work and a sense of having a real audience.
3. How can I continually raise the bar for my students’ creations?
I would continually raise the bar for my students’ creations by give them tool options to complete their assignment in whatever way they are most inspire. I would provide choices to motivate my students to be creative at his or her best.
1.As a teacher I can maximize creation from my students for their learning in a few different ways. First it is important to learn from your students, learn about what they are interested in and passionate about. Teacher can give students options when completing an assignment based on their interests. If I were giving an assignment on immigration I could give students several options in order to portray their knowledge such as a diorama of Ellis Island or an immigration ship. A writing assignment for students who like to research information. A video reenactment of Ellis Island. Or a creative writing assignment that includes diary entries of a child emigrating from their country to America.
2. Allowing students to participate in world conversations are extremely important and is the teacher’s responsibility to show students how to do so safely and efficiently. As a teacher I could provide the tools necessary for students to participate in learning of this method. As stated by Prensky, teachers can provide students with such tools as blogs and online editorials to share their thought and information. By using web 2.0 tools such as blog or wiki’s student’s information can be presented on the internet for other students to converse on. With resources like these available to schools, students are now able to learn from one another and learn in more interesting ways rather than reading textbooks.
3.Raising the bar for student’s creations is what teachers do. They are constantly providing challenges to their students in order for them to grow. Students minds are much like muscles in our bodies. Challenging them with weights and exercises make them stronger and increasing those weights and exercises strengthens the muscles. By raising the bar and increasing the challenge for students is what will make them stronger students. It is most important for teachers to never underestimate the capabilities of their students. When students are present assignments that interest them, students will strive to do their best work and present it in their most comfortable nature. Teachers want to embrace students strengths and allow them to work forward with their strengths to grow as better learners.
1. How can I elicit maximum creation from my students related to their learning?
In order to elicit the maximum creation from my students, I would need to be willing to allow all students to have the freedom to be creative. I would need to be flexible in allowing assignments to be done in a way that the student can display their maximum capability. As long as the student s are able to show that they have learned the objectives, then it shouldn’t matter the route it took to get there.
2. How can I help my students engage in world conversations?
I can help my students engage in world conversations by allowing them to explore their passions. I can then guide them and get them to make connections to what I am teaching. This can be done by using web 2.0 tools which will allow the students to be able to interact and share with each other and the world.
3. How can I continually raise the bar for my students’ creations?
I can continually raise the bar for my students’ creations by allowing them to do things their way along with some guidance from me. Listening to my students and finding out how they may want to navigate their learning, will give me a better understanding on how to help them to get the most out of their learning.
How can I elicit maximum creation from my students related to their learning?
As a future teacher I will elicit maximum creation from my students by giving them options to choose the type of technology of their like to complete assignment. I will give them the freedom that they need because this would allow them to maximize their creation and would enhance their learning. As stated in the chapter, when the teacher allow students to do an assignment in a way in which they would use their creativity and their knowledge they will feel more comfortable doing whatever it is that the teacher ask of them.
How can I help my students engage in world conversations?
As a future teacher I would help my students to engage in world conversation by using all the possible computer technology. The Internet would be one of my greatest friends. As Prensky states in this chapter, world conversations would benefit students greatly. Prensky informs us that the students would have a great experience and would get a chance “to collect opinions from many different places, use the web, RSS, Google translation, and other tools, and then sharing student opinions in return, via a class blog or postings directly to the various sources”.
How can I continually raise the bar for my students’ creations?
As a future teacher I would always raise the bar for my students creations by always having the highest expectations of them. Students most believe that they are competent and have self-worth. Another person’s judgments and approval can play a key role in the development of a sense of competence and self-worth. Learners want a sense of autonomy and self-direction regarding the things they do and the course their lives take. If you as a teacher think a student is not worth, the student would also start to believe the same. This was best said by Prensky on page 261 of this chapter, “they are rockets, and will, if we do our job well, take off and rise to the challenge. But for students to want to rise to such challenges they have to have the freedom to do it in their own way.
Teacher's can elicit maximum creation of students by allowing them to be creative and relating to them in "real life" situations. Technique that can be applied asking guiding questions, collaborative work, allowing real world conversations and audiences, balancing cooperation and competition. Use of modern day technology and empowering students to teach as well as learning.
Engaging in world conversation can be encouraged by using technology such as web 2.0 tools to interact with the world by sharing ideas on real current subjects.
We can continue to raise the bar of the students by allowing them to advocate for themselves by encouraging them to continue their learning experience beyond the classroom and with the world such as campaigning, fundraising, and etc.
MY PERSONAL PLEDGE AS AN EDUCATOR:
I WILL …
How can I elicit maximum creation from my students related to their learning?
As an educator I can elicit maximum creativity from my students by getting to know them and what they are passionate about. I will remove limitations and encourage them to creative. I will strive to research and find out what “kind” of learner they are. I pledge to allow them to work at their own reasonable pace, exploring and utilizing the tools necessary to learn their way. I will give the students choices and opportunities that permit them to invent ways of displaying what they have accomplished. I will help them to strive for an understanding of the materials so that they can apply what they learned to real and relatable aspects of their lives. I will accept that as a teacher I am also a student, as the students may introduce a new and innovative way of learning to me.
How can I help my students engage in world conversations?
I will ask guides questions and challenge them to find answers through exploration. I will allow them to use the tools that best display their passion. I will encourage them to elaborate on topic that they are most enthusiastic and excited about. The internet allows everyone to engage in several different topic with varying subject and topics. Prenky stresses importance of world conversation. My student will be encouraged to interact, intermingle, network and interrelate with students, educators and professionals globally. They will expand, grow and discover what the life after school can be for them. They will be able to share what they learned, showcasing their learning and their teaching.
How can I continually raise the bar for my students’ creations?
As an educator I will never misjudge, underrate or underestimate my students. I will set challenging and achievable goals. I will validate their finding and challenge them to elaborate. I will be true to my teaching standards and display my fervor for teaching to draw a zeal for them to learn. I will teach my student to strive for their own personal best by setting goals for themselves at the same time satisfying the curriculum. I will show them that there is more than one avenue that leads to success. Teaching will encompass their creativity, inventiveness and resourcefulness. I will allow for their input making the project truly theirs creating ownership and pride in the project. As we all know, no one wants their name to be associate with failure or low standards. My student will succeed.
Post a Comment