While I was very nervous to teach in class on Friday the 23rd of January, I think the lesson turned out well. Sam and I spent quite a few hours preparing to teaching, including getting an initial understanding of the reading, getting together and coming up with some ideas, organizing these ideas so as to best reach the students and portray the message, exploring our terms in further detail to get a firm knowledge of what each meant, meeting with the professor to bounce ideas off of her and get her feedback, gathering materials, practicing teaching, and finally teaching the class. I really feel that all of this preparation contributed to how well the lesson went. If I was to do this again, I think I would prepare in just the same way, ensuring that I understood what I was teaching and how I was teaching it.
I feel that one of the strengths of our lesson was the diversity in teaching strategies that we implemented. While some terms were simply explained through lecture, such as tacit knowledge, other areas where taught using books and hands-on activities, such as crystallized intelligence. Also, we incorporated our assessment into the terms we were teaching by using a crossword puzzle to demonstrate fluid intelligence. I also felt like Sam and I did a good job of thoroughly explaining the different terms, offering definitions as well as examples and then taking any questions the students still had.
I was disappointed in my performance when it came to answering questions. I was so concerned with helping the students have a firm understanding of our terms that I ended up having students ask questions that weren’t really pertinent. It was frustrating to be asked a question that I didn’t know the answer to, but at the same time knowing that the question didn’t really matter for what we were doing anyway. I think to address this issue, I would either ask students if they had any questions pertaining to what was just taught or if they had a good understanding of the terms instead of the broad question of “Are there any questions?”.
Up to this point in class we have discussed the educational psychology principles of assessment and intelligence. We addressed these principles teaching to a few of the multiple intelligences through hands-on activities (bodily/kinesthetic), having students discuss terms in groups (interpersonal & verbal/linguistic), and completing a crossword puzzle by themselves (intrapersonal & logical/mathematical). We addressed assessment by having students complete a crossword puzzle where every answer was mentioned in class at some point, so that we might assess how much they had learned throughout the lesson.

Cool Tool: Stellarium

While completing the assignments for week 3, I was able to look into using the tool "Stellarium". By simply downloading this program to your computer, one can look at the night sky. BUT, you can look at the night sky even if there are clouds. AND, you can look at it from any location. ALSO, you can look at it from any time, whether it was ten minutes ago or 100 years ago. "Stellarium" can be downloaded by going to www.stellarium.org and simply choosing which type of computer you would like to download it to. Whether one is teaching about constellations and wants to show students what they look like, how the earth moves and therefore how the stars seem to be in a different place in the sky each night, the different phases of the moon, or simply to see the sky as a pen-pal or historical figure might see it, this tool is absolutely wonderful.

My Understanding of TPACK

While the idea of TPACK totally made sense as I was learning about it, it was honestly nothing I had ever considered together before. Of course having pedagogical knowledge is important when teaching so that one might be able to do so effectively. I have already discussed in detail this semester the importance of content knowledge in order to be a successful teacher, for how can one teach what one does not already know? Also, I am beginning to see the importance of technological knowledge and the benefits this can also have in a classroom and for learners. BUT, I had never really put these three areas of knowledge together before. Of course it makes sense, but I suppose I am just that individual who needs a little more nudging to see what is right in front of them. The GOOD teachers understand what they are teaching. The BETTER teachers understand what they are teaching along with how to teach it most effectively. The BEST teachers apply their knowledge of technology and classroom tools to what they know about content and teaching in order to reach their students and prepare them for the changing world. I think I am finally starting to see why this class is so vital to my teaching career: technology is vital for students learning career and therefore it is vital for me as a teacher. Whether it is teaching math and using calculators, science and exploring the night sky, or reading where we are comparing a book to a movie, I need to know what tools are available through technology and combine that knowledge with my knowledge about the subject and how to teach that subject.

Questions for IP&T 301 Week 3

1. The nature of intelligence includes all of the following except...
a. the capacity to learn
b. the total knowledge a person has acquired
c. the total knowledge a person can acquire
d. the ability to adapt successfully to new situations and to the environment in general

answer: c

2. Which is the best example of automaticity in a college students life...
a. tying a shoe
b. cooking chicken
c. dating
d. buying books

answer: a

3. When students are grouped based on their learning needs, this is seen as...
a. with-in class ability grouping
b. between-class ability grouping
c. untracking
d. flexible grouping

answer: d

Learning about RSS Feeds

This was quite the task for me. I have never really noticed RSS feeds before and the idea of finding appropriate ones for my purposes and adding them to my blog seemed just about impossible. Fortunately, us students were provided with a step-by-step tutorial concerning how to accomplish this task. I learned a lot about not only what an RSS feed was but also how to add additions to my blog. I was especially excited about the goodreads account we set up this week. I love children's literature and the idea of having a place online where I can find my favorite children's books as well as see other individuals choices of books seems like a wonderful resource for my future classroom. I think it will be very helpful to look at the booklists of others in order to see what they have read and what they suggest for the classroom. I plan on using this resource while teaching in order to find out what good books are available and what might students might be interested in. Also, through the goodreads account, I will be emailed with updates on new books and applications which can also support teaching literacy in the classroom.

Learning Something New- IP&T 301

I absolutely love to ski. I have been quite a few times but I still have a lot that I need to improve on. This past week I decided to go up to Sundance and improve my form as well as learn to ski completely on my edges, relying more on the front of my skis than the back.

I felt that I had enough ability and information to teach myself this new skill. Run after run, I tried to move down the mountain on my edges. Unfortunately I had a few mishaps, the very worst of which was simply feeling out of control. I would be traveling down, using my edges, and then all of a sudden I would feel like I was about to fall or I couldn't stop myself if I had wanted to. In these instances I would resort to my sufficient but improper technique and gain control once again. I am embarrassed to say this pattern of trying the skill, losing control, neglecting the skill, and regaining control continued for a good part of the afternoon.

Finally, with quite a bit of practice and focus I was able to do one run down the mountain on my edges with success. BUT, success and domination are two very different things and I was looking to dominate skiing on my edges not just succeed at the job. I continued to work at it, critiquing myself with each run and analyzing what I could do better. I was skiing with a friend who was a more advanced skier than me. It was helpful to watch her ski, noticing her technique and how she managed to do with ease what I had been working on all afternoon. It was humbling to ask for advice as to how I might improve.

As the afternoon ended and the ski lifts stopped moving, it was disappointing to walk away from the mountain knowing that I had not accomplished the task I had set out to do. While I could utilize my new skill if giving it my full attention, I had not really mastered it, letting it become second nature to me. I knew that I was not done in working towards this goal.

Fortunately for me, I had time just a few days later to go back up to Sundance and reattempt to master skiing on my edges. With multiple attempts I was able to warm up on my skis, ride down the mountain while skiing on my edges, and have it become second nature. More help was needed as I asked an instructor what I might do to improve. She watched me ski and then gave suggestions which made the movement feel more natural and therefore easier to do. By the end of the day I was able to do just what I had set out to accomplish.

Looking back now, I stubbornly stuck to the idea that practice makes perfect, assuming the skill would come if I just continued to work on it. I also attempted the skill using different techniques, many of which were insufficient. Humility was required to ask for help for a friend and later an instructor. Through asking for help I was able to receive a few pointers that made the skill a lot easier. While I was able to learn how to ski on my edges, the whole task would have been easier if I had asked for help from the beginning. Simply watching others do a skill will not always offer you enough support when learning to do it yourself. Sometimes, extra help is required in order to see what is truly happening, including those things that are slight movements or mental processes.

I feel that I am a stubborn learner. I would prefer to work on something by myself; asking for help shows weakness and should be avoided. I also am hard working and willing to put in the time required to learn something, no matter the difficulty. I also require multiple attempts at learning separated by multiple days. Through this time period, I am able to reflect on what I have learned and go back later to ensure that I have truly mastered a skill. I feel that this skill will be something I use for the rest of my years skiing and can hopefully be built upon to further my abilities.

Danielle's Technology Background

sI have had very little experience with technology in the past. While I have always had a computer in my home, I have done little other than type emails. I can figure out most of the steps necessary to accomplish a task, although it might take me some time.