Chapters 3, 4 & 5

Chapter 3

The generating a topic of study is not always an easy task for a teacher. SOLs and time usually deter teachers from constructing an in depth topic of study that goes deeper into the minds of students than rote memorization. As I am not yet a teacher in a school, I tend to have to really think about how to do this. Broad topics are Wiske’s (2005) answer. This broad topic must also be appealing to the students and can be connected to the subject matter that is required to be taught. The topic should be easy to connect to students' experiences and be approached in multiple ways. This chapter discusses a case study done in math that allowed students to look at math in a way that related it to the world (Wiske et al., 2005). The teacher that was studied designed a Quilt Math project (2005). Starting the first day of school she placed a piece of fabric on the wall that was 5 by 5-inches. The students were asked what they saw. She then asked the students how they could talk about the quilt using math terms. Everyday she added another piece of fabric. She selected fabric that went along with themes and units the kids were studying in other subject areas. Each student had a paper notebook where they would note observations every morning about the quilt. A digital image was taken of the quilt and inserted in the computer. Everyday the students discussed their perceptions on the quilt and two students wrote the comments in Microsoft Word. Students started using advanced numbers and letters to represent the quilt. At the end of the lesson students would predict what tomorrows patch would be. The students created a math quilt photo journal in which they collected the photos and observations from everyday in one book. Students could easily see changes over time (2005).

Wiske (2005) discusses a lot about how important it is to really meet the needs of your students. Designing lessons that are exciting to you, as the teacher, but, will also engage your students are a key part of this chapter. After all, do you think students are going to want to learn about something or complete an activity that the teacher does not really want to do either? In the 180 school year it is difficult to keep a positive attitude, if you and the students are not personally dedicated (not sure that is the right word) to the activities and lessons.

Chapter 4

One of the hardest things about being in a licensure program and not actually teaching is setting goals and purposes for lesson plans for students. I imagine it doesn’t get any easier once there are actual students involved. I try to make them meaningful and hope they will be effective, but at this time I don’t have a real way of gauging this. Technology is a topic that is at the forefront in many school systems currently. It is important for teachers to teach students to learn with technology and not about it. Often teachers use technology as motivators and babysitters (Wiske et al., 2005, p.50). How beneficial is technology in the classroom if it is not being used to increase learning?

The main focus of Chapter four was the Water Habitat Project. Wiske (2005) found that students went to a nearby city park pond for science. Students observed plants, animals, and the water quality of the pond. They took pictures each time they went and kept the information in notebooks and over time students noticed that the water quality was deteriorating. By recording their findings and keeping notebooks that were shared with students in following years the students had become scientists within their own neighborhood (area). They decided to further their research and project by comparing data and collecting resources. They eventually presented their findings and the problem to the City Parks and Recreation Commission and had so much proof they were granted funds to restore the pond (2005).Students used technology to their advantage; they took digital photos and corresponded through e-mail, and the Washington State K-20 video conferencing network to spread their news (2005).

The four dimensions are knowledge, methods, purpose, and forms of expression that are necessary for understanding goals and if these goals are met, it will be meaningful to the students (2005). When I am coming up with lesson plans I try to pretend I am a student learning the material. Because if I do not want to learn it (or teach it), I doubt that a student would want to learn the material either. I think teachers often forget what it was like when they were students. I think this traipses on the argument between education and edutainment. But I think it is a line that can be traveled successfully-school doesn’t have to be boring for students or teachers, so why make it that way? Technology can be extremely useful and meaningful when used appropriately. Wiske (2005) states that it is important to use appropriate technology that will help students learn rather than entertain them. Technology opens the world to a lot of opportunities that can make learning very meaningful if used correctly. It is up to the teacher to find the tools first and then create the goals.

Chapter 5

According to Wiske (2005), in order for students to understand what they are doing they must develop and demonstrate understanding. Teachers need to spend adequate time engaging students and not simply filling their minds with knowledge. Teachers must use technology effectively, which means it needs to aid in the learning process and be beneficial rather than a break for the norm or an incentive to work diligently. Wiske (2005) outlines the following stages in order for students to demonstrate performance of understanding technology. These are,

1) Understanding goals: introductory performance that connects students' interests and beginning levels of understanding.

2) Guided inquiry lessons: guides students into thinking for themselves
and

3) Culminating performance: allows students to demonstrate the understanding (Wiske et al., 2005, p.65).

Technology can help this process by allowing investigations of new information, assisting students with special needs, making abstract concepts visible, and for personal expression (Wiske et al., 2005, p.65).

The case study in Chapter 5 was A Sense of Caring through iLEARN Global Art Projects (2005). The teacher integrated Social Studies with English into a unit. Students, first, discussed with each other about caring: When they were cared for and when they cared for others. Next the teacher read children's literature books and the students connected the caring themes in the book with their own experiences. The students had to illustrate an act of caring in a picture and then write a piece about their artwork. Finally, the teacher published the artwork and writings on a class web-page. The students were able to use e-mail to discuss “caring” with other students around the world. The students used language translators to meet the needs of other countries so, they would understand their writings. The entire project and process was shared their school and community (Wiske et al., 2005, p.94). Technology helped the students develop, compose, and revise their work. It was also available used for digital images and image editing. This project began as an interesting collaboration within her school. The teacher was able expand the project by not only collaborating with a fellow teacher, in the same building; she eventually was able to collaborate with teachers in other counties, states, and countries.

This case study shows one of the greatest aspects to being a Social Studies teacher in a technology driven era. There are many lessons that would be boring to students, if they were taught in the same old manner, most of us remember from school (If you hated history in school think back to why that was……when it is repetition and memorization it is B-O-R-I-N-G!!!!) Now the possibilities are endless, from collaborating with classes in other areas, to primary documents in electronic files, to virtual field trips to places that are just to far to go (I bet not too many Social Studies students in Virginia ever made it to Salem, Massachusetts to get a first hand look at the area of the witch trials….now you can!)

Wiske, M.S., Franz, K.R., & Breit, L. (2005). Teaching for Understanding with Technology. San Francisco: Jossey-Bass.