Leaders do not see technology as a choice, rather as a tool. Showing our children and our peers how to use our technology to be creative, not just participative will shift the paradigm of our thinking about technology.
Students are in the "nearly now" with the ability to communicate immediately with other friends using their devices. Connecting students to opportunity through their devices can shift to global connections which will give them more diverse information.
Teachers have a significant role to change the paradigm of our children's engagement with technology. As teachers, we need to utilize the student device instead of push it aside and see their technology as a hindrance. Rather, look at their device as an opportunity to
How to use a classroom blog:
Students can blog at any time on my weebly website. Student blogposts are not assigned as a grade, they are assigned as a participation reward. Students may blog for Dojo points, which they receive a prize at the end of our grading period. Students have two weeks to post a comment on the most current blog. Replies are not rewarded with points, however, I do highlight students who are actively participating during classtime.
Rules and guidelines for posting blogs in our class website:
Teachers are aware right from the very beginning of their careers how important it is to encourage a student to reach their full potential. Students are told many times that they can achieve anything they put their mind to. This trend, however, seems to disappear as students grow older and enter high school and college. But an attitude of being able to do anything with hard work and persistence is still crucial to success.
This concept has been termed Growth Mindset, a means of encouraging students to continually learn more, grow, and keep trying harder. Students who internalize this skill and who firmly believe that it is true have an easier time learning new concepts and subjects, while those who believe that their abilities are fixed and unable to change have a difficult time and generally have lower standards of achievement.
A TED Talk by Eduardo Briceño explains this idea and discussed research on this subject, saying that, “Results showed that the students with the growth mindset--those who thought they could change their own intelligence--increased their grades over time, while those with a fixed mindset did not...The difference between these two groups? A different perception of intelligence.”
Achievements and success are not merely byproducts of natural talent and luck. Most of the time they result from hard work, dedication, and a belief that intelligence is something that can come to everyone. Stanford Professor Carol Dweck stated, “[This] shows that being mastery-oriented is about having the right mindset. It is not about how smart you are. However, having the mastery-oriented mind-set will help students become more able over time.”
Being mastery-oriented, as Ms. Dweck states, is a by-product of the development of executive functioning skills. Executive functioning skills are tools of self-mastery, ways in which students can learn how to handle themselves, their time, and the responsibilities that have been given to them. The development of these skills comes through patience, practice, and hard work, which in turn can lead to patience, practice, and hard work when dealing with new skillsets or other tasks the students will be confronted with. As self-mastery grows, so does a student’s confidence, leading to an attitude of growth mindset. And with a growth mindset, there really is nothing a student won’t be able to achieve.
Does your school offer a program in which students can learn and understand the "Growth Mindset" paradigm? If not, contact Academic Success. Founder and Chief Academic Officer, Lynn Smargis, offers a comprehensive, easy to follow curriculum with engaging activities which gives students the executive functioning skills for Growth Mindset in your classrooms. Check out Student Success 101 FAQ's page for more information.
Briceño, Eduardo. “The Power of Belief: Mindset and Success.” TED. Nov. 2012. Lecture.
Dweck, Carol, and Sarah Green. "The Right Mindset for Success." Harvard Business Review. Web.
Infuse Learning, Socrative Learning and padlet. From the experience of other teachers in the classroom and my own preference, I would most likely choose Socrative Learning. Infuse looks easier to use for teachers, however, I think the Socrative Learning is more engaging for students. The choice of games and team games are very competitive and motivate students to know the concepts they are learning for their team to have the high score.
There are so many choices for online assessment of students. The key is to first try one assessment tool which is easy to use. Another key item is to choose one part of the online assessment tool to 'test' with students. With an exit ticket, you can easily survey if students liked the assessment tool they used.
I have used Plickers as an online assessment tool with my students. I was disappointed in my results. This assessment tool was very time consuming to set up as this site does not have options to upload any documents or spreadsheets - every item must be manually typed in to the site. When I used Plickers, the app did not work at all after my second period. I had a hard time during my 2nd period scanning Plicker cards with light reflections from the cards making the scanner not able to read them easily. If Plickers application ran smoothly and was more user friendly, I would enjoy using this to assess my students as this tool gives immediate feedback on the number of students who correctly answer specific questions.