Think Aloud

After reading, the required weekly readings and reviewing the Inquiry-Based Learning Activities I feel overwhelmed and quite confused. I sort of had a plan in mind but after reading some of the think-alouds of fellow classmates and reviewing my own plans I am not sure I am on the right track with my mini-lesson. I was thinking of using the framework of a lesson I have taught in the past, but to revise it and include more components to meet the requirements of the mini-lesson.

I chose an activity that includes two 7^th grade Social Studies standards and demonstrates how the world can be interconnected.

1.         SS7H1 Analyze continuity and change in Africa leading to the 21st century.

c. Explain the creation and end of apartheid in South Africa and the roles of Nelson Mandela and F.W.de Klerk.

2.         SS7H3 The student will analyze continuity and change in Southern and Eastern Asia leading to the 21st century.

b. Describe the impact of Mohandas Gandhi’s belief in non-violent protest.

This performance task should meet most if not all eight of the principles of inquiry-based learning. Part one of the assignment will require the students to use a variety of resources to research the life of Mohandas Gandhi and create a biographical “flip book” about his non-violent protests. This aspect of the assignment should meet the components of:

• Authenticity (designing their own book cover)
• Understanding (world cultures and religions)
• Technology (this will be a e-book, so the students are encouraged to select from a list of web 2.0 tools to complete this activity) 
• Expertise (encouraged to only use reputable sources and will have access to a rubric to access their sources of information)
• Citizenship (think about other people’s needs and interests, about the communities in which they are studying)
• Success (It allows students to evaluate their sources, reconcile conflicting accounts and create interpretive accounts)

This mini-lesson should offer an opportunity to achieve these goals.

Revisit Of My Personal Learning Goals

Since the beginning of the year I have been working diligently reading my course assigned readings. I started my personal Professional Learning Network and I have seriously been inundated with new information, ideas, and opinions. It has been an interesting journey. For example, who would have thought I would actually create and use a blog to document my reflections. I have had a twitter account (@Mrsdeejay12) for several years but it was mostly just another icon on my phone. I went in and started following people I thought were posting great, innovative educational links or thoughts. I have used some of the information or links from tweets in my lesson plans. I started using Google+ (mrsdeidrajohnson) and found it great to keep track of emerging educational tools. I think my courses are helping me achieve my learning goal. At the beginning, in my initial blog I listed two learning goals and have been working progressively since that time to meet those goals.

I am seeing growth in my integration of technology in my lessons. I have been known to keep the new things in the closet because I did not want to look “slow” in front of my kids. I decided to take some out and play around with them. To my surprise, instead of mumbling when I would mess up, they actually guided me through the process of using my slate in class and showed me different things on my Prometheans board. It was almost a case of who is teaching who in the class. I know my competency level is low with some technology, but by challenging my students and showing them that no one has all the answers, they are more likely to try.

Letting Go

One of the hardest things to do in life is to "let go". I am not sure if I can "let go", however I do agree with Wiggins (Great Teaching Means Letting Go). I completed a teaching self-reflection last month that reveals some things about my teaching methods that I did not want to face up to. The poor student scores on a district-wide assessment lead to my self-reflecting moment. I wanted my students to answer questions using grade-level appropriate vocabulary and to carry on standard-based conversations with each other in the classroom setting. Assessing my teaching methods showed I was receiving the exact, regurgitated answers my low-level line of questioning prompted. I read the article and all of sudden the light-bulb went off and I saw my issue and the solution as well.
To develop my student's autonomy and improve their transfer skills I must stop prompting and over-scaffolding. I have allowed and enabled my students to stop thinking and have handed them crutches when they should have been walking unassisted. The crutches have not allowed authentic learning to be achieved in my classroom. I am preparing them for the big performance, but not in an effective manner. I have given them the script and practiced, practiced, and practiced, but not allowed them to draw on their own prior learning. As a result they are unable to ad lib. I must let go and let be, and trust I have prepared them for the performance and that they will make it their own authentic performance. The use of technology allows them to express their creativity more than a worksheet or non-interactive presentation. Introduction and use of technology in the classroom should allow autonomy of learning for my students and start the move from scripted, prompted learning.

Reflective Searching

"Just Google it," has been my response more times than I care to count. I have found that my answer to any question, regardless of how trivial, that I did not know the answer to is to suggest we just Google. I have become so reliant on the Google search option, I have the Google search as my homepage on my laptop, my teacher-dedicated desktop, and I have the search app on the homepage of my cellphone. I would definitely consider myself a member of the Google generation. I rarely find that I have been not able to answer my question through my Google search. In the past I have used  the conventional methods of researching the answer to questions. I recall going to the library and going through the drawers of the card catalog, searching through microfilm in the basement of the library, and carrying heavy encyclopedia volumes back to my work desk. However, as I gained my access to digital tools and became accustomed to the "right now" ways of the world, I resorted to Google.com more often. I feel in that aspect I fit the "Google generation", however I was in high school 1993, so I am not ignorant of the old fashion way. Without a doubt I like the "right now" way, especially since I tend to procrastinate on getting things done and I am an inpatient person. My personal flaw of procrastination usually means I need the information right away to get things done just before it is too late. I am also inpatient when it comes to the use of my time, so a quick Google search generally yields the results I like: QUICK.
After reading , "The Information Behavior of the Researcher of the Future" I find ways in which my search habits are like the average teenager. I feel that my experience however allows me the ability to weed out "bad information", teens seldom have the skills to determine which sources to use and those that should be ignored. I have learned from my recent readings that I do need to steep back from the lazy approach and resume doing authentic researching and make use of more informational sources. One habit I am working on is procrastination. I feel by pacing myself and working an even pace, I will not find myself in a rush. Planning my research will allow me to evaluate more sources other than just those found on the Internet as result of a rushed Google search .A well researched project will enhance my learning and result in a quality product. I  must assist my students to widen their research options by introducing them to more options. I will encourage the use of web evaluators to develop their skill of weeding out the "bad" and to use the quality research.
I recently found out that I am living in a bubble despite the fact I believed I was accessing all types of information on a subject. Just this week, my class readings opened my eyes to the information cul de sac I was traveling in. My search results were not as diverse as I thought because of the filter bubble. I am now on a search to determine how I can pop this bubble and gain access to all sides of the information I am seeking. Any information to assist me with that endeavor will be greatly appreciated.

My Reflective Response.....Creating Classrooms We Need

Creating Classrooms We Need: 8 Ways Into Inquiry Learning

My Daily Info-Wrangling Routine

The Journey from Digital Literacy to Digital Fluency

InfoWhelm (Video)

 “Tell me and I forget, show me and I remember, involve me and I understand” describes the core of inquiry-based learning.  Inquiry-based learning is a complex process where students formulate questions, investigate to find answers, build new understandings, meanings and knowledge, and then communicate their learning to others.When a teacher implements inquiry learning in the classroom the, students are actively involved in solving authentic (real-life) problems within the context of the curriculum and/or community.  These powerful learning experiences engage students deeply. 

Way #3 DESIGN ARCHITECTURE FOR PARTICIPATION. “There are so many ways that kids can be active in their learning, beyond the standard call-and-respond business,”this emphasizes that teachers need to find innovative ways to get their students to want to participate. Teaches must teach digital literacy but it does not stop there because the student must be moved to digital fluency. When students are engaged in inquiry learning they are able to make more authentic connections between their schoolwork and the value of what it is they're learning.

My First Blog Post......Introducing Deidra

I am currently a Middle Grades teacher at a Pre-K-8th school. I currently use several forms of digital learning tools but none at the proficiency level.

Learning Goals for Information Fluency and Inquiry Spring 2014

1. I hope to lean how to navigate library-related services (on-line and on-site) and be able to explain to others how to use these resources.

2. Learning how to use and when to use various WEB 2.0/3.0 tools and stop using the same dated go to tools.