Chapter 11 Reflections

2. The good part about the Direct Instructional Model is that students come to their own understandings about the lesson because the teacher continually asks them questions to keep their attention focused on the lesson. Teachers can monitor the success of students discussion and activities. When the teacher shows students how to use the technology they gradually form a basic skillset. It lets the whole class be taught at once. The bad part about the Direct Instructional Model is that the students' own process and personal experinces are not explored. The students have to mold their learning to the way the teacher thinks. Students cannot be as creative.

I like the Inquiry-Based Indirect Instruction Model the best because it exercises students own thoughts and problem solving skills. I think this teaching method really lends itself well to art. I do not want my students to create artwork the exact same way as me. I want them to have their own ideas. Everybody has their own style and method in creating a meaningful depiction. Some people like to use a lot of linework while drawing and others like to use shading. In my opinion there is no right and wrong way.

Are the learning models only suposed to be applied to TPCK?

Ch. 6 Response

4. Spreadsheets can communicate through graphs or charts. Some people are visual learners, therefore, representing data as a picture instead of numbers can make information easier to understand. Spreadsheets can be used as a productivity tool because students can use formulas to find the answers to problem quickly. If the students needs to use a different formula they can just apply a new formula to their existing information instead of typing in their numbers all over again. This allows students more time to think critically about the data.

I agree with the point the book makes about using spreadsheet. It says that "they must learn about the tool as they learn with the tool". As a teaching method i find learning by doing is the most effective way to learn. I have never learned as much about a subject as when i actually went through a process to learn. Reading books and listening to lectures were never as personal of a learning experience.

My question is mainly how does this apply to an art curriculum? The book used examples in history, mathematics, language arts, and science to use spreadsheet. Spreadsheet seems to be based mainly on the analysis of information. Art involves a lot of critical thinking and analysis of a subject. However, it is still hard for me to perceive a link between the two.

Ch. 12 response

5. One way to reflect on a lesson is to write out notes on your lesson plan where it could be better. This will make teaching more effective and efficient. If the teacher can change their mistakes then it will help keep the students more focused and therefore allow them to absorb more knowledge. The teacher could also consider how the lesson impacted the students. This type of reflection is important because a teacher needs to know if the students benefited from the lesson and if it would be the correct time to move forward in the unit.

I liked the idea of breaking up student learning into three categories: Cognitive, Affective, and Psychomotor. The categories are then broken up into smaller categories. These sub categories make assessing student learning very easy. The teacher can look at each objective and decide if the student has achieved any of the learning objectives. The book described the Psychomotor skills as a tool that is mainly used by physical educators, but i think it applies very well to art educators. It is important in art because students needs to be able to use their motors skills to accurately represent and idea on paper or three dimensionally.

Is it okay to ask the students to assess the how affective the teachers lesson plan is?

1. Student will demonstrate at least one of principles of design in each project: balance, variety, rhythm, emphasis radiation, domination vs. submission, and unity.

• At each critique studens will be able to discuss how they incorporated one or more of the principles of design.

2. Student will record their ideas and thumbnails for projects in their sketchbook/journal.

• Each student will turn in their sketchbook at the end of the week. I will grade it based thumbnails or working out other ideas. The minimum is one sketch a week. It is designed to ensure that students are practing the elements of design we are working on in class.

3. Students will demonstrate how to balance a composition effectively.

• Students will create an abstract design. The students will demonstrate the ability to balance a composition so that your eye is constantly drawn to different areas of the design and not a single focal point.

4. Students will demonstrate how to create colors.

• Student will create a color wheel using the primary colors. From these primary colors the student will be expected to make secondary, tertiary, and neutral colors. Student will also label each color with correct name and color type.

5. Students will demonstrate how to focus on specific detailed areas of interest.

• Students will draw many views of a still life. The students will focus on details that really make a section interesting instead of trying to fit the whole still life on the page.

6. Students will demonstrate how to constructively critique each others work.

• After each project the whole class will talk about each others work. Student will be required to talk about their piece dicussing their idea, strengths, and weaknesses. Other students will be required to comment on their classmates project.

Edci 320 Ch. 4 reflections

1. Identify what is meant by technological literacy for the twenty-first century.

Technological literacy is what teachers have to provide children of the twenty-first century in order to be able to communicate within society. The children have to learn the basics of how a technology works and at the same time be taught using the same technology. The book uses the phrase "thinking strategically with technology" frequently. This statement means that students have to use the technology to solve problems and think critically. It is the teachers job to monitor each student growth with this new technology.

I thought the NETS Standards was a useful guideline for teaching using technology. I especially liked NETS Standard number six. It explained that teachers need to use technology to think outside of the text book and apply it to the real world. In high school we were learning about the stock market in my Government class. Our teacher used an online stock game that actually mimicked the real stock market and gave us fake money to invest. We had to think how the stock market was actually affected by events in the world. Participating in the stock market gave us a much deeper understanding of what it's definition.

If a student does poorly on a assignment using technology how can a teacher understand if it is the student who did not put in effort or if the teacher taught it poorly?

Reflections Chapter 3

3. Behavorism is a type learning that determines how people act. A behavior is learned by the positive reinforcement of an action by a second party such as a teacher or mother. The person practices the behavior until they accomplish it correctly and is awarded by praise. Behavorism is used in many facets of education. Art is a great example. Students are told to practice an artistic medium such as drawing. Everytime the student creates something that is visually or intelectually stimulating the teacher rewards them by a compliment or good grade. The student will continue to make drawings and practice all the time until they have built up large amount of knowledge about drawing.

How do teachers determine what types of technologies are relevent to teach students? In a couple years the lessons that teachers have now could be considered useless.

This chapter was relevent because it is important for teachers to understand how student learn. Psychologies such as Behavorism and Cognitive help teachers organize their class in a way that is beneficial to the student. These concepts can be considered when a teacher is adapting a new technologies to their subject material.

Chapter 1 Chapter 2 Reflection

1. TPCK is the knowledge the teacher has about a certain technology. The teacher needs to be able to understand enough about the technology so that it aids in the student's learning. The teacher also needs to be able to teach the students how to use the technology so it can be a useful tool to the students. The TPCK for a teacher is largely based on how they learn a technology or the environment in which the learning took place. Constant innovations in technology help to enhance a teachers TPCK.

What types of technologies benefit students the best in classrooms?

Learning about TPCK is useful because it tells teachers they cannot be satisfied with the knowledge they have at the moment. If teachers do not grow and learn about technologies relevant to society then the student will not be as exposed to them and not learn how to interact and benefit from these technologies.