19th Annual SITE Panel Presentation

Panel Members:

• Will Jones

• Veronica Burton

• Todd Miller

• Leroy Shirley

Discussion Overview

• Today we will be talking about how Constructivism, Inquiry based learning, Multiple Intelligences, and Universal design can be incorporated into the technology you use in your classes to teach all of your students effectively.

CONSTRUCTIVISM

Constructivism, Technology and the ESL Classroom

Constructivism is a both a philosophy and a theory. The main ideas behind the constructivist approach are that:

• Learning is pyramidal in structure and builds upon prior knowledge including the processing and discarding of relevant/irrelevant information.

• (Example: add/sub to mult/div, reducing fractions to cross-canceling.)

• Students learn faster through social interaction and multi-personal experience than through drill and practice. Many Montessori schools put this approach into practice.

• (Example: Writing a group essay, where each student adds a paragraph from their own experiences.)

• Each individually learns differently through a variety of informational input sources.

• (Example: We all know how to figure our miles per gallon on the car, but when asked to solve the problem, the experiences we would envision would be different, i.e., a 26mph car vs. a 13mpg car might be two different images that come to mind.)

• Learning is both an active and a reflective process, usually simultaneously.

IMPORTANCE OF CONSTRUCTIVISM IN THE CLASSROOM.

• We tend to teach the way we were taught. Be aware of new methods and flexible.

• Research on humans and how they learn is rapidly supporting the constructivist idea.

• School populations change, why not incorporate the experiences the student brings.

• Technological advances are bringing about radical change in the field of education and students

• Students are more and more computer literate, why not take advantage of it as many times their social learning comes from technology and provides a common link of skill usage, aka “My Space”.

• As educators, the ultimate “culminating activity”, is to follow the idea that we must prepare learners for “the workplace of their future.”

• Many software programs parallel real life adult experiences and skills.

CONSTRUCTIVISM IN THE MODERN CLASSROOM

Technology is unlimited in the capacity to deliver information, however, it is the information that is used and how it is used that make for a successful lesson:

• Use of the Internet is for collaborative and individual research purposes, students assist others in research and learn information skills in this manner as well.

• Limited Collaborative usage of technology resources can be not only stimulating to the students but offer an opportunity for the sharing of information between students.

(Has a young person ever taught you anything on a computer?)

• The world can be brought to your monitor in seconds via the Internet, provided teacher has limitations in place.

• In certain situations, student can learn at their own pace using technology as a support/reinforcement system. They can use Wiki’s, Blogs, etc., for group work, correcting and critiquing others works as well as their own.

• Technology supports the five E’s of Constructivism: engage, explore, explain, elaborate and evaluate.

• Educators can use other educator’s websites as support material to their lessons, picking from the best and discarding the worst.

+ AND - OF CONSTRUCTIVISM AND TECHNOLOGYPros:

• When used properly, technology can provide incredible resources to be used in the classroom with traditional, ESL learners, special ed (within limitations), etc.

• The teacher is the leader and has to proportion the amount of technology included as it relates to the lesson. If done properly, the teacher’s role then changes to that of facilitator. (A good middle-school lesson might be to have the students write an essay about an animal or some topic, then use their word processor program to type up the report, import a picture or two from the web into the document and print it as a final draft.)

• The teacher has the opportunity to show students things they could never see (or hear) in a textbook. This stimulates the visual and auditory senses which improves learning.

• Real life strategies that are fun. (i.e.,SimTown, many other software simulators). In the Sim Town program, students form a city and even elected government officials, etc. who “debated”over environmental and business ethics.

• Provides opportunities for maximum learning and reflection. Students see progress and want to learn more. (The city builds and becomes self-sufficient, for example).

• Students constructed knowledge uniquely and in multiple ways. (In the Sim case, all students recognized a trash issue. What they were to do about it and how to go about became the problem. They were required to agree upon a solution.

+ AND - OF CONSTRUCTIVISM AND TECHNOLOGY

Cons:

• Teacher needs to make “all” learning relevant to student relating content to every-day life.

• Being a facilitator means guiding the learning but being active not passive. It also means not jumping in too quick with a solution, but giving the learners ample time to “figure it out for themselves”.

• Technology needs to be incorporated in the learning process as quality supplemental material, not just busy time.

• Although students learn differently, there needs to be common knowledge where their learning highways have common intersections in order to stimulate learning.

• Teacher instructions need to be clear about student rules and expectations and what the goals and outcomes of the lesson are.

• Students and facilitators entering into a constructivist lesson must take advantage of their prior knowledge but also be aware of their values and perceptions. They must be flexible and willing to consider “other options”.

• Remember, any new item can be overused in the classroom. The teacher is responsible for this not happening.

What is Inquiry-based learning

Inquiry-based learning can have many definitions and can be compared directly to other forms of

instruction such as problem-based learning. In a general sense, I define inquiry-based learning as a

process where students formulate investigative questions, obtain factual information, and then build

knowledge that ultimately reflects their answer to the original question. It can also be a discussion

where resources and experiences are shared, and innovative approaches explored in a collaborative

environment.

Why is Inquiry-based learning important for teaching a

diversity of students

It is important to understand and enhance student learning and increase student success; and to

enhance and support the role of the student to increase a higher education.  By supporting student’s in

their growth as student’s giving them the opportunity to discover how pedagogical practices impact their

learning, by creating communities of practice across disciplines and institutions, and by helping them to

contribute to the retention of being a good student and being successful will enhance their academic

quality across the board.

How to apply Inquiry-based learning theories/principles into

teaching and learning with technology One way to do this is to apply pedagogical theories, principles and practices for the development of

academic language, comprehension, and knowledge in the subjects of the core curriculum. You

could use systematic instructional strategies, including contextualizing key concepts, to make grade-

appropriate or advanced curriculum content comprehensible to English learners. Another is to allow

students to express meaning in a variety of ways, including in their first language, and, if available,

manage first language support such as para-educators, peers, and books. You can also utilize questioning

strategies that model or represent familiar English grammatical constructions and make learning

strategies explicit

What to share...(such as, your strategies, success, lessons

from failure) Implemented an instructional program that facilitates English language development,

which includes reading, writing, listening and speaking skills, that logically progresses to the grade level

reading/language arts program for English speakers. I draw upon information about students’

backgrounds and prior learning, including students' assessed levels of literacy in English and their

first languages, as well as their proficiency in English, to provide instruction differentiated to students’

language abilities. I must understand how and when to collaborate with specialists and para-educators to

support English language development. Based on appropriate assessment information, candidates select

instructional materials and strategies, including activities in the area of visual and performing arts, to

develop students’ abilities to comprehend and produce English. I use English to extend students’ current

level of development yet is still comprehensible. I know how to analyze student errors in oral and written

language in order to understand how to plan differentiated instruction.

Multiple Intelligences and how it relates to integrating technology for

the ESL/ELL student

Will Jones

The THEORY of Multiple Intelligences.

• There is some debate among academics if the theory of multiple intelligences can be proved/disproved.

• This questioning of the theory is an excellent place to being our overview.

• Whether or not the theory applies, or if as some suggest, the “intelligences” are just traits or hobbies where students excel, you as a teacher should be aware of, and open to multiple avenues of teaching.

• We begin by examining the different types of intelligence/learning styles.

A brief overview.

1. Linguistic The theory of multiple intelligences is derived from Howard Gardner’s attempt to isoloate and be able to measure how people learn. The idea is there are multiple intelligences, and each person has different levels in each intelligences. This means that each person has a unique “cognative profile.” So some students are fantastic at art, but weak in mathematics; while others students excel in sports and math, but cannot draw a picture of a flower. The theory of Multiple intelligences says there is no one “right” way to learn, and as such gives teachers and students many different paths to demonstrate learning.

2. Logical-mathematical 3. Spatial 4. Bodily-kinesthetic

5. Musical 6. Naturalistic 7. Interpersonal 8. Intrapersonal

Linguistic

• Have strengths dealing with words, spoken or written.

• Language acquisition skills• Good at reading, writing, telling stories, and

memorizing words and datess.• Learn best by reading, taking notes, listening to

lectures, and by discussion and debate.• Skilled at explaining, teaching, debating, and

persuasive speaking.• Careers which suit those with this intelligence

include writers, politicians, and teachers.

Logical-mathematical

• Individuals who lean more to logical mathematical intelligence have strong emphasis on reasoning abilities, abstract pattern recognition, scientific thinking and investigation, and the ability to perform complex calculations.

• Careers which suit those with this intelligence include scientists, mathematicians, lawyers, doctors, and philosophers.

Visual-Spatial

• Deals with vision and spatial judgment. • Good at visualizing and mentally manipulating

objects. • They have a strong visual memory and are often

artistically inclined. • Those with visual-spatial intelligence also

generally have a very good sense of direction and may also have very good hand-eye coordination.

• Careers which suit those with this intelligence include artists, engineers, and architects.

Bodily-kinesthetic• Deals with body movements, or physically doing something. • Physical activities such as sports or dance and often prefer

activities which utilize movement. • People high in this intelligence may enjoy acting or

performing, and in general they are good at building and making things.

• They often learn best by physically doing something, rather than reading or hearing about it.

• Those with strong bodily-kinesthetic intelligence seem to use what might be termed muscle memory; i.e., they remember things through their body, rather than through words (verbal memory) or images (visual memory).

• Careers which suit those with this intelligence include athletes, dancers, actors, comedians, builders, and artisans.

Musical

• This intelligence deals with music, rhythm and hearing.• Greater sensitivity to sounds, rhythms, tones, and music. • They normally have good pitch and may even have

absolute pitch, and are able to sing, play musical instruments, and compose music.

• May learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing.

• Careers which suit those with this intelligence include musicians, singers, conductors, and composers.

Naturalistic

• To do with nature, nurturing, and classification. • Greater sensitivity to nature and their place within

it, the ability to nurture and grow things, and greater ease in caring for, taming, and interacting with animals.

• They are also good at recognizing and classifying different species.

• Careers which suit those with this intelligence include scientists, naturalists, conservationists, gardeners, and farmers.

Interpersonal• To do with interaction with others. • People with this type of intelligence are usually extroverts

and are characterized by their sensitivity to others' moods, feelings, temperaments, and motivations.

• They work well cooperating in order to work as part of a group.

• They communicate effectively and empathize easily with others, and may be either leaders or followers.

• They typically learn best by working with others and often enjoy discussion and debate.

• Careers which suit those with this intelligence include politicians, managers, social workers, and diplomats.

Intrapersonal• To do with oneself. • Individuals high in this intelligence are typically

introverts and prefer to work alone. • They are usually highly self-aware and capable of

understanding their own emotions, goals, and motivations.

• They often have an affinity for thought-based pursuits such as philosophy.

• They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.

• Careers which suit those with this intelligence include philosophers, psychologists, theologians, and writers.

Integrating Technology, Multiple Intelligences, and ESL

• This is no easy task.

• Currently there appear to be four levels of technology integration for ESL students.– Level 1 banishment – Level 2 segregation– Level 3 differentiation– Level 4 integration

the beginning 5th grade ELL student is sent to the kindergarten classroom to play phonics games on the computer. that same ELL student may not be sent to the far reaches of the kindergarten kingdom (humiliating to say the least!), but they are sent to the lonely student computer at the back of their classroom. differentiation of the content for the ELL student. For example, the rest of the 5th graders may be writing a five page research report, but the ELL student's assignment is adapted to creating a PowerPoint which demonstrates the content acquisition without requiring the extensive linguistic sophistication of a full-scale paper.

shows full integration where the ELL partners with regular education classmates to work cooperatively. This is the most successful method of closing the ELL achievement gap

Technology and strategies for the intelligences

• Linguistic/verbal- These students will benefit from computer programs such as Rosetta Stone, Wikipedia, and other online programs that emphasize reading and writing such as blogging, using wiki’s..

Logical mathematical technology

• Math is one of the universal skills. ESL/ELL students usually have a good grasp on math.

• Suggestions for incorporating technology include computer programs such as Carmen Sandiego Math

Visual Spatial

• This is one of the intelligences that the internet helps the most. By using clip art, google searches for images, and other ways to look for pictures, the internet fully supports visual/spatial learners.

• Program such as Powerpoint allow the students to present materials visually and minimize vocabulary issues.

• The ability to make video images for projects allow the student a different way to show competency without complicated vocabulary

• There are numerous webpages for three dimensional exploration from the solar system (celestia), to geography of earth (google earth), to mapping molecules and atoms.

Bodily Kinesthetic• Since these students are the “show me” type

students, it is often necessary for them to create artifacts to show mastery of the subject.

• Again, video and Powerpoint are wonderful ways to show this competency.

• With the wide spread incorporation of cameras into cell phones, it is possible to have the students film their artifacts.

Musical

• These students would benefit greatly from using podcasts to improve their english retention and understanding.

• They would also benefit from the ability to record their homework, or to make video to complete assignments.

Naturalistic

• These students may be the hardest to reach using technology.

• Yet, you can still have virtual field trips to many different settings, and allow the students to see many different climate zones.

• With online streaming video it is possible to watch places in rainforests, zoo’s, and nature preserves.

Interpersonal

• As with visual spatial, this is another intelligence that the internet helps greatly.

• Programs such as Skype allow users to speak to anyone in the world and practice their language skills.

• Group projects using Powerpoint, creating Wiki’s, and group webquests are amazing for this type of learner.

Intrapersonal

• The internet has allowed for an outlet for this type of student. Being withdrawn and an introvert, they may not have the courage to say things in class. But by using the internet to communicate, they can open up and post on wiki’s, discussion boards.

• Powerpoint is yet again another wonderful program for this type of learner.

• This type of learner prefers self paced and self directed learning, so programs like wikipedia and interactive websites are a wonderful boon.

Sources

• Gardner, H (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

• Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books.

• Gardner, H. (2003). “Multiple Intelligences after Twenty Years”. Available on the Internet: http://

• www.pz.harvard.edu/ PIs/HG_MI_after_20_years.pdf (12.07.2006)

• Mahaffey, F. (2005, February 9). Technology for ESL- Language Under Construction. Paper presented at the TCEA virtual confrence. Retrieved March 5, 2007, from http://www.eschoolnews.com/cic/tcea/blog/2005/02/000636.php

What is Universal Design

Universal Design is designing web pages that are accessible to everyone. Web designers

must keep in mind that web pages must not be designed for the “average” user. Potential

web user may not fully access the information and resources of a web design. Two rulings

have tremendously influenced web page design: The Americans with Disabilities Act (ADA)

of 1990 which requires U.S. programs and services be accessible to individuals with

disabilities, and a 1996 Department of Justice ruling mandates that ADA accessibility

requirements apply to Internet resources.

Why is Universal Design important for teaching a

diversity of students

 Web Designers must keep in mind that potential user:

 

•          Cannot see graphics because of visual impairments.

•          Cannot hear audio because of hearing impairments.

•          Use slow Internet connections and modems or equipment that cannot easily download large files.

•          Have difficulty navigating sites that are poorly organized with unclear directions because they have learning disabilities, speak English as a second language, or are

younger than the average user.

•          Cannot operate a mouse

•          Are senior citizens (Comden & Burgstahler, 2006)

 

Web designers must understand that their web design must reach all potential users that represent a diversity of students. Their module design must meet the needs of the diverse group of user.

How to apply Universal Design theories/principles into teaching and learning with technology?

Students represent diverse background and learning styles. When a teacher is designing  lesson modules, they must understand the needs of the diverse group who may have  learning disabilities, have visual or hearing impairments, or may speak English as a

second language. . Teachers must realize that web design should be simple and organized

with consistent navigation menu and simple backgrounds. Some graphics may not work

with all application because some users may not have the same software to operate the

graphics, or some users may have slow internet connections that may hinder downloading

speed.

What to share… (such as, your strategies, success, lessons from failures.)

When I first designed a lesson module, I packed it with all the bells and whistles for the  “wow”

appeal. I didn’t realized that some of my graphics were not accessible to my  students due to non

compatible software. I also designed my lesson module with Word Art font, which did not always

work with some Internet browsers. My images (pictures) were not reduced to a smaller size which

resulted in longer download especially with a slow internet connections. When I began my lesson

modules with my Graduate online  class, I had a very slow internet connection (56k Dial-up). It took a

long time to download software for the class or upload my assignments onto the university server. I was

extremely frustrated. With the Universal Design principles, teachers can help serve students of diverse

backgrounds in their pursue of knowledge utilizing technology.