Module 6

I provided feedback to Vida Martin and Martha Thibbodeau

Module 6 Post

 I believe the one thing that is critical and non-negotiable in both teaching is that all students be provided with an equal opportunity to succeed. It is the teachers job to provide that opportunity, but it is the learners job to cease the opportunity.

Although some students may come in far below grade level, it is still possible for all students to achieve success when provided the right opportunities. Throughout this course, we have read and discussed various learning theories that imply methodologies and practices that can be applied to promote student learning. If teachers have students who are struggling due to a lack of motivation, the behaviorist theory can be applied in a sense where students recieve positive reinforcement whenever they complete an outcome as desired by the teacher. If the problem stems from a student who appears to be disengaged, the teacher can try integrating Gardner's multiple theories of intelligences to accomodate the students preferred learning style. In the case where a student is simply struggling to grasp a concept due to limited background knowledge, the teacher may want to start off by applying the connectivist theory in which the student is encouraged to corroborate with other students who may be able to enlighten the struggling student in ways in which the teacher wasn't.

All in all, there are so many approaches educators can take to ensure success in all students. As long as teachers acknolwedge that "one size does not fit all" they will be doing their students justice as they incorporate a multitude of theoretical approaches to meet the various needs of their students.

Module 5

I provided feedback to Laura Lee and Vida Martin.

Module 5

Recently, I encouraged my fellow faculty members to utilize Google Docs to facilitate department meetings and collaboratively record meeting minutes. For the most part, the (math) department that I am a part of of was very supportive and willing to try this new approach. However, many of the other staff members appeared to lack enthusiasm and viewed Google Docs as an addition to the technological demands to which they were already trying to adjust and incorporate in daily routines. The behaviors were not rude or pessimistic, but instead, were rather passive and lacking in any visible signs of enthusiasm or willingness to try. Using Keller's Model, the motivation of my colleagues can definitely be changed.

As Driscoll (2005) suggested, I would first want to get the attention of my colleagues. Using a staff meeting as my platform, I could project the creation and participation in a Google Doc so everyone could see how simple it is to do. I could enhance the relevance by explaining how it is difficult for us to travel from classroom to classroom throughout the day - - and this technological tool allows us to communicate and collaborate without being face to face. In addition, when we assign one member of a team to create an artifact such as a lesson plan or a quiz, there is disappointment when the finished product does not reflect everyone's standards of quality. With the use of Google Docs, all members of a team can collaborate in the creation of artifacts together. This is turn builds confidence in each member since they are a contributing factor. Lastly, there is a general satisfaction since the contributors and administrators can view the 'revision history' in the Google Docs to see the contributions that every member of the team made. That way, the administration can be satisfied that every member of the team is on board. And the members of the various teams can be satisfied in knowing that there contributions do not go unacknowledged.


Resource

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.