Archive for July, 2008

Meaningful Learning for Students

A squirrel got in our basement. He is hiding and will not come out.

I wonder how often students get trapped in our classes. They attend and they do the mandatory work. They eat away at all the homework.  I wonder how often they get motivated by the learning to come out of their “do not bother me” hiding place.  Do they see the classroom learning as critical to the lives?  “When am I ever going to use this in my life?” How do we constantly show them the big picture of their learning so that they see how it does relate to their lives?   One high school teacher I know teaches themes (reality/illusion; fantasy love/real love; work/ideas) that are important to his students through literature. Each piece of literature helps his students to deal with their current and future lives.  I’ve heard of a  science teacher who  incorporates his class science into household science so that the students see science as part of their daily lives.

How do you relate your course to your students’ lives in a real way, not a “someday you’ll need it” way? Do they want to learn your subject because it means something to them now?

Big Things (Learning) First

As I was packing the car yesterday, I realized that I was following the way my father packed the car  He always packed the big things first and then worked the little things around the big things.

I wonder how often we pack the big ideas, the major concepts in the standard, first with students. Do we lead off the unit with telling them about the standard? Do we instruct them directly on the big ideas?  Do we give them activities that clearly focus on the big ideas? Do we assess them on the big ideas?

I remember watching a teacher who did a half period introductory activity to the unit. The activity was engaging.  However, it did not deal with the big ideas of the unit but with a very minor point.

Do you pack the big ideas first with your students?

Students Create Own Class Final Based on Portfolio

In my speech class, I have given my students a choice of which of the nine speeches that they have already done that they wanted  on their final. I told them that the final had to consist of  three of the speeches that they had given;during the final they would drastically improve on the already given speeches.

I listened as they talked about which speeches they thought would most benefit them. They talked about the portfolio that they have to create as a requirement of the college.  They thought of which speeches would most impress a future employer. They all agreed that the “Tell Me About Yourself” interview question speech was absolutely critical.  They next agreed on the Persuasion speech since it shows how they can convince others of their ideas. Finally, they decided that they would do an Information speech since often in work, they give information to others.  Most of them had already done these speeches on areas in their future career.

Their discussion revealed much about their understanding of their future careers,  their showcasing themselves during an interview, and their analyzing the various speeches we had done.

Do you have your students have input into their final? What criteria is used to select material for the final?  Does it serve a “greater purpose”?

Public Performance and Students’ Learning

I watched a seven year who played his violin at a Farmers’ Market. About 100 people listened as he did two songs. When I asked his father about this performance, he stated that his son’s violin teacher insisted that all of his students play in public. These students are to watch the audience as they play to determine what moves the audience. So the son plays out once a week.

I wonder how often we have our students play outside the school to demonstrate their skills to the public and to listen to their response. How do our social studies students demonstrate their skills to the community? What do our math students do to showcase their learning and get reactions from the people in their town?

Teaching or Learning Focus

I recently talked with several  teachers. They had wonderful techniques to present a concept. However, after they taught the concept, they did not know how to monitor, diagnose, and give feedback.They did not record what they observed about the students’ learning. They did not think about what possible learning problems the students might display in order to begin to think of where the learners were and what was needed to help move the students forward. They did not have already prepared materials to help the students as part of the scaffolding feedback of moving the students forward.

Do you focus more on teaching a concept or more on helping the students to move forward in their learning after your initial teaching?


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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