Week 3: LMS Response

How well does this LMS (Learning Management Systems) support you and your learning style? How could it be improved?




     LMS is a new term for me.  In July 2014, I started an adventure in technology.  Within that time period I have learned many things to help enhance my classroom setting. In my Distance Learning class we read the article, "What are Learning Management Systems, What are They Not, and What Should They Become?". The title alone frightened me because it was terms I was not extremely familiar with like others may be.  In the readings this week our program has not fit the mold of what was define as a LMS.  As stated in the reading this week, "An LMS is the and manages instructional content, identifies and assesses individual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for supervising the learning process of an organization as a whole".  Although the instructional content and management is evident in the program I do feel there are some areas that are lacking. 


     For example, one area I feel I am lacking with Google+ and the use of communities is the low amount of specific feedback on my work. But then again, is this the way we are heading when it comes to technology?  Our program is based around "playing" with tools and guided instruction.  To me, the word student is someone who submits their work and the teacher provides specific feedback on rubrics.  I would not be telling the truth if I said I wasn't nervous about my grade in some of the classes. Was I supposed to integrate more technology? Should I have went into more detail? Am I even in the right ballpark?  Again, is this the way society wants education to evolve into.  A student directed and student paced curriculum? I still feel when I receive a reminder on my phone stating someone else posted to the community my anxiety starts to fly.  Another area I feel uneasy with is the amount of information scattered on the G+ community.  Although I feel comfortable with the explanations of each assignment it does get slightly cluttered when looking at the community posts.


     I do feel the program has helped ease my fears about technology in the classroom more than it has created them.  I am a very hands on person and also like to try new things.  The ability to be able to look at different forms of LMS such as G+, Google forms and communities has helped me understand how to facilitate a digital classroom environment better.

Image CC from www.absorblms.com

Flubaroo Tutorial

Here is my Flubaroo tutorial. Flubaroo also has the capability of sending students an email (if one was provided by the student) showing them their grade.  The student can then click on the email and view each question.  They can see which questions they got right and which questions they did not.  Each question is paired with the correct answered based on the KEY provided by the teacher.  Below are the instructions on how to email the results to your students:

 

Steps to send a results email to your students:

• Click on the "add on" buttons
• Go to the Flubaroo opition
• Press the button "email grades"

 

I hope you enjoy using Flubaroo in your classroom!

Dr. Stamblers PowerPoint

In Dr. Stambler's PowerPoint addresses learning and assessments used in the classroom setting. What take-aways could you apply to YOUR work assignment? What collaborations would you need to establish, and how would you go about making them? How may other members in your class PLN be resources to you?

     Looking at the PowerPoint and the readings of the week, I have identified many "take-aways" I could use in my classroom.  One take-away I would like to use is the following rubric:

Learning objective:

1. Analyze growth and trends in world cities and draw

comparisons between these cities, Pittsburgh and Doha.

Assessment:

1. In small groups, students conduct research on a world city, collecting data (on issues such as population density, population growth, wealth disparities, infant mortality, literacy, ethnic/religious demographics, etc.) that they then map and compare with the data collected and mapped by students researching other cities.

     I think this activity would be great to use in a high school health class setting. The students can compare and contrast the growth trends in those cities as well as other cities around the world. What are some positives that would come of the trends and some negative effects we will see? I think this would be a great way to incorporate global competency but also learn about how to communicate and collaborate with other students around the world. For example, once established the students can create a list of positive and negative ideas as a direct result of the growth trends. We then can make contact with other school systems in those specific places and get a first hand communication with its effects on the people there. I believe it is important to gather data and create a hypothesis based on our research. In my own opinion, it is invaluable to take it one step further and collaborate with students in these areas experiencing the growth trend first hand.  In order for this idea to work I would need the help of my coworkers, collaboration of other school districts, as well as PLN in my field. For example, there are many experts in each field. Collaboration with those experts can help expand our knowledge and therefore; help make us more diverse. Collaborating and sharing various ideas from our personal learning networks can help bridge the gap in a distance sense. The information and resources can be at our fingertips rather than miles away.  

Mansilla and Jackson Response

In Mastering Global Literacy, Mansilla and Jackson argue that "globally competent students are able to investigate the world by identifying an issue, generating a question, and explaining the significance of locally, regionally, and globally focused researchable questions."  How might you begin to incorporate this into an upcoming learning opportunity?

To be globally competent is needed in our school systems today. Our youth should be taught how to become globally competent as well as how to practice it.  In my school setting, there are many things I can do to help my students become more globally competent. According to chapter 1 in "Mastering Global Literacy", the text suggests that students are globally competent when they meet certain criteria. So how can I incorporate that into my classroom? 

1. Students are able to investigate the world by identifying an issue. One thing I can do in my classroom to ensure this happens is dedicate the first five minutes of class in sharing of global current events. Ideally, each current event will stem around the topic we are discussing in health but it would not be a priority. We can look at different areas around the world and the students will be able to investigate and share a global issue.

2. Students will be able to generate a question, and explain the significance of locally, regionally, and globally focused researchable questions. One way I can incorporate this into my field is provide guidance to the global topic addressed at the beginning of class. The students can then engage in logical arguments with their peers. We could also widen our discussion to a debate. During the debate the students will need to research the global issue and develop supporting ideas based on their belief.  Lastly, the students can create questions that can be used on their unit test. 

I believe it is important to educate our students in how to be globally competent. One way we can help our students develop these skills are through various guided discussions and peer work. I believe then we can even reach out on a global level to some of these places. Technology is a revolving door and can help our students become globally educated if one knows the tools to help.

Mastering Global Literacy: Chapter 1

How do you teach global competency?

     Chapter 1 of "Mastering Global Literacy" looks at the globally competent student and what we as teachers can do to provide students the avenue to become globally competent. After thinking more in depth I really liked the question, "why do we live where we live?". There are many reasons people many have but what is the main reason. What brought people to where they are now? What even brought people to the United States? Unfortunately, I do not believe many of my students knew this answer, so I asked.  Some of the responses I got were shocking. "I moved here for a better life" and "my family felt I could get the most out of life if I lived in the United States."  I thought to myself, was I wrong? Do they understand global competency more than I thought they did? According to chapter 1 in "Mastering Global Literacy", global competence is he following:

• Investigating the world beyond immediate environment 
• Recognizing other perspectives
• Effective communication with diverse population
• Ability to take action

     Because an overwhelming number of my students are not from the United States originally I feel our school as a whole does a decent job educating our students globally. The global competent student "prepares by learning how to investigate matters of global significance". This can be done through teaching history, language, geography and other cultures. In our school all these areas are covered with multiple others.  Also, our school offers after school programs for the students if there is not a class on it. In history class they study how power effects different people in different countries and how it has developed over time. In our language classes we discuss various speech and cultures. In English class they look at different writing techniques used around the world. 

     Unfortunately, when I look at the things I was doing in my class I did not feel I was teaching and preparing my students to be globally competent.  So I examined our curriculum and looked deeper into the topics we cover. After analyzing my curriculum I found myself saying I do things that embrace global competence. For example, in health class we discuss various health trends. Our discussions do not stop with the United States but are embraced in all parts of the world. We also discuss compassion for others through our self esteem and bullying units. Currently, I am in a bullying unit.  Within the unit, each student must develop their own newspaper. There newspaper must include articles of bullying from around the world. They must then analyze what happened, why, and develop possible solutions people could have done to make the outcome different.  
     In my physical education class is where I believe I could improve upon. The only time we touch upon global competence is through sportsmanship and incorporating teamwork. It is important when thinking on a global level but I would like to incorporate more into my classroom. During their junior year physical education class, students prepare a lesson to present to the class. The lesson provides us with a game played in different parts of the world. The student must learn the game and the rules. They then must present it to the class as if they lived in the country who plays it. Some students love the unit and even dress up for it. Others just do what needs to be done.  

 

Image CC from www.wikia.com

     In conclusion, there are so many things a teacher can to to incorporate global literacy into their classroom.  For example, in this video Zack Morris, from saved by the bell, is told to research his heritage and present it to he class. At first, Zack did not care to look too much into his heritage until he was told he could not participate in the rival track meet unless the assignment was completed. It was then when Zack started to take the assignment more seriously. He became more in touch with himself once he knew where he came from.  Global competency is a topic that should be weaved into each curriculum. After all, "every major issue people face has a global dimension."

Walk my World: Door to my World

Where are you? What do you consider to be your "world"?

  

Here is a picture of my door right now. I am standing in front of Babies "R" Us. To me, it is a literal door but it is also a door with a whole new world in front of me. A world of confusion, excitement, joy, and possible heartache...a door with a new baby in it. A place where I use technology to digitally identify items that may or may not help me in my new up coming adventure, parenthood. Time to register!
#walkmyworld

Service-Learning and Global Competence

How do you see service learning as an educational vehicle to global competence?

I think service-learning projects are a great tool to encourage teens to venture out into the community and help others. Unfortunately, without a heavy hand, many of my students would not actively go into the community to do projects like this.  Not only does it open our students to view different paths someone took in their life but the student can connect with them on a more meaningful level. Essentially, the students learn to help others possibly less fortunate then themselves. It is scary to look one's own town and see the heartache it may be experiencing. A service-learning project can take the blanket off of some students eyes and see the truth that is happening in their hometown. Struggle, hardships, strength when needed. Even though it may not be a global project, the ideas are the same. Being able to view others form their own perspective can help open our eyes more to the world. Plus, one act of kindness goes a long way. If we help with what is around us in our towns and our neighborhoods, it could only help our world become a better place. This reminds me of the starfish story. A difference can be made, one by one. 

The Starfish