Contributes
productively to group-based design projects by showing a willingness to listen
to other's ideas and by extending professional courtesy and respect to
others.
While
working on my Master's degree at SIUE, I have utilized face-to-face meetings, Blackboard, chat
rooms, Google Docs, Wikis, blogs, Twitter, and email to collaborate and communicate with fellow colleagues and my professors. The key components of communication and collaboration are the ability to actively listen, use professional courtesy, and show respect to others, even when you do not agree with them.
In
EPFR 521, the students were allowed to determine, as a group, what we would complete for a final. The instructor gave us the option to take a final exam, write a paper, or create an
approved project. As a group, we had to decide what we wanted to do and
then all students would have the same final. In class we discussed the options. Some people wanted to take an exam; others wanted a project,
like myself. In our discussions, I listened to the reasons for each student’s
choice. I also voiced my opinions about wanting a project. Those who wanted to
take an exam stated that it would be easy, they would know what to expect,
and it would not take too long to finish. I stated that I did not want to take
an exam because it would cover material already learned throughout the class
and would not provide for more learning opportunities. I have written many papers in
program at SIUE, so I did not want to write another paper. I thought that
creating a project could be fun and interesting and we could actually learn
something from it. Well, this did not win anyone over, so we decided to keep
thinking about what we wanted to do and make a decision at the next class
meeting. I was pretty adamant and I thought all students need to think about their decision and we could decide democratically next class. Whatever it was, I would have went along with the majority decision. I had begun using Pinterest about a month before and I came up with
the idea of making a Pinterest page that would contain resources for some of
the subject matter that we had discussed in EPFR. At the next class, I pitched
my idea. Because I was excited about the idea, I thought I could get other students just as excited. I used my positive energy to encourage other to believe in my idea. Many of my classmates were really excited about the project, while others warmed up to the idea. Some of
the students had not used Pinterest before but had heard about it and were
interested in trying it out. I pitched the idea of making one board for the entire class, but the other students suggested we each make our own
individual board for differing subject matters that were covered in the class. After this was suggested, I knew it was the right plan. I thought it was a great idea, even better than mine. We all agreed that it was a
good idea. I became the team leader as I had pitched the idea and knew how to
use Pinterest. I was glad to be the team leader. I have a hard time depending on other to do things right, especially when working with people that I do not know well. Also, as team leader I knew I would work hard to get things right and get the project done on time. I was willing to help others to things correctly. I offered my time in and out of class to help the other students with their boards. I set up a Yahoo email account for all of us to use so that we could
all sign in to the same Pinterest account. We collaborated on Blackboard about
what to call our Pinterest page and how we could split up the various boards. I
posted some suggestions for our "name". I listened to the other
suggestions posted on Blackboard and another student came up with Educators
Pursing Social Justice. Again, I was willing to admit that the other students idea was better than mine and did not mind back down on my suggestion. We all decided it was the best choice for our group, not by
voting but just by stating we all thought it would be the best choice. We did
decide to all create an individual board representative of the content covered and decided to contribute pins to a common board labeled "motivation". We
thought a motivational board would be great for all teachers. Here is the Pinterest
page we created. Throughout the project I used professionalism when discussing
the possibilities of the finals, listened to others thoughts and suggestions, agreed that their ideas were better than mine, and helped to make
group decisions about the project. From this experience I learned that I can be a group leader. Throughout the project, I gained respect from my colleagues and my professor. I learned I could handle being the leader and making sure we were all on the same page. I did have to put in extra time and effort, but I also learned that I do not mind the extra effort and time if the outcome is successful. I also learned to listen to other people ideas because they may have better ideas than me.
As part of a group, I helped to create a learning resource for use by anyone interested in
setting up a computer network in IT 565. It is a useful resource for at home users, schools, and anyone interested in setting up a
network. The students in the class decided, as a group, to split the resource into
sections. I was fine with this decision. I knew it would be much more efficient to slip up the work for the entire project than to all work together on the same parts. Each person was responsible for completion of his/her section, but
each section was to be read and reviewed by all. I suggested we all take responsibility for reading each section because my grade was dependent on the other students. By all students reading over and making necessary suggestions and changes for each part in the project, we become responsible for the outcome of the entire project. This way we were all responsible for the individual creation of a section, but we were all responsible for the entire final project. Fellow students elected me to compose the section on how to set up the network. I did not want to do
this component of the project, because it was the most difficult content and would take the most time to create. I was a little put out by being elected to do the most immense part, but my fellow colleagues thought I would do a good job, which made me feel honored and respected. I was
courteous to my fellow students, by not complaining or refusing to do the work.
I took on the challenge and completed the project. I wanted the project to be
professional and completed on time and knew I could do it even though it would
take more time and work than the other sections being completed by the other students. Along with taking on the most
extensive part of the project, I also took responsibility for creating another
part of the collaboration project. I volunteered because I had seen how students had not always competed their work on time in the past. I knew I would do a good job and get it completed on time. I am including a screen shot of the project
because to view it you must be logged in and a member of the class on pbworks.com.
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| Collaborative Learning Resource from IT 565 |
Example #3:
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| Creating a Graphic Organizer using Inspiration Software |
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| Energy Flow Chart: Content Used In Overall Graphic Organizer Above |
Collaboration dialogue from my blog, "I have had many conversations back and forth between my client and myself. My client has not be able to narrow down exactly what she would like me to "do" for her. I have been working on what I could do with her photosynthesis unit. That was the last thing that we had talked about. I was making a PowerPoint presentation for her for the unit. I was looking at a couple of different web quests she could use also for the unit. Then I find out that she really wanted me to work on the Respiration unit, which is what she asked for in the first place. I guess she got a little confused. So now I will begin working on the Respiration unit."
Can you feel my frustration? I had put in lots of time and effort into working on her unit and then she changes her mind. Even though I was frustrated I spoke to her with professionalism and respect.
"Per client request, it will be a unit consisting of 6 days (blocks). A final assessment will be given on the 6th day. As of now I have the state standards and am beginning to gather the new information so that I can provide her with a nice unit, based on inquiry and that integrates new technology. I have asked questions almost weekly of her from September but have received very vague answers. We need to work "together" I have told her. This is as much about her, or her needs, as mine. It really is about her, what she would like to do, and what design would she like. I really hope to have much of the unit planned by this weekend or a good chunk."
Again I am feeling frustration with her but I am still maintaining my integrity and professionalism. I am positive and still listening to her requests. I am trying to make this unit about her needs and wants, not mine.
"Today
I spent about 2 hours talking to my client. I had to make her narrow down what
she really wants. She is like the rest of us, wants about 12 days worth of
content and activities, shoved into about 5 days. After looking at her
objectives for the unit, I asked her what is the one thing you want your
student to know about respiration. She stated, "I want them to know about
the flow of energy." Why don't you have your students develop a concept
map (flow chart) using Inspiration software? It is pretty intuitive and
students will be motivated to use it. I showed her some examples of flow charts
or concept maps from Inspiration and she thought it would be a good idea to
have her students develop one after she has taught the content. She also
thought it would be a great way to bring all the concepts she has taught
together and would be useful for studying."
This conversation was uncomfortable. I had to be tactful and tell her that she has great ideas but they cannot all be completed with the time constraints. Also, student learning would not be successful if they were rushed through the content. I did listen to her needs and give her a lesson that she was excited about.
This conversation was uncomfortable. I had to be tactful and tell her that she has great ideas but they cannot all be completed with the time constraints. Also, student learning would not be successful if they were rushed through the content. I did listen to her needs and give her a lesson that she was excited about.
"She
is working on making a PowerPoint (PPT) presentation for her notes to show to
the class on her overhead projector. She has had notes on PPT before but needs
to modify them. She usually shows videos on CD that are long. I suggested that
she find some smaller video clips and we could embed them within her PPT. She
was very excited. She like the idea and said she was willing to learn how to do
this. GREAT!"
Again I suggested an idea that would be helpful based on her statements. This is the first slide of the presentation. It is a large file and I cannot upload PowerPoint presentation to this blog.
"All in all, I finally feel like I am getting somewhere. I think my client is willing to try new things. I feel like she needs my help to bring it all together for her and tell her that we cannot do everything. There is just too little time."
Example #4
All students were required to integrate iPads into a unit in IT 550. I was the lucky person that got to use iPads first in my classroom for a unit on stoichiometry. I had no prior experience with an iPad but I had used an iPod, which is similar. Only a handful of students had used an iPad prior to the implemented unit. Since I was the first person to use an iPad in my classroom, I made a post on Blackboard to offer tips for my fellow teachers. I suggested that they get the iPads at least a week before implementation, take them home, and then "play" with them. I felt it was wise to know how they work and become familiar with the iPad before they have students use them. Also, I suggested that they download the Apps that they planned on using in their classroom and really try them out. I suggested they let their spouse or children try them out to see if they work or if they will accomplish the task they wanted accomplished. I had an App not work after downloading and if I had picked up the iPads and then downloaded them shortly before implementation, I would have been in trouble. I would have had to alter my plan, may have not found another App that I would want, or may have not used the iPads. Lastly, I suggested that they use an iTunes gift card for purchase of an App so that they did not have to load their own personal iTunes account onto the iPad, which could be used or hacked into by their students. This is an example of contributing to group-based design because although we had individual design units we did help each other with designing a unit through suggestions and prior experiences with the iPad.
Example #7:
In this example I used Twitter to pass on some information about a Flipped Classroom to a fellow colleague enrolled in EPFR 521. During a class break I was discussing the idea of flipping my classroom for the upcoming year. The student had not heard of this idea before. I talked to her about it giving her the few details I knew about it. I told her that I followed a few of the pioneers of the flipped classroom on Twitter. She stated that she had a Twitter account also. I added her to my following list on Twitter and then sent her a "tweet" that contained a link to the flipppedclassroom.org, where she could get more information on the flipped classroom model. Additionally, I sent her @jonbergmann and @chemicalsams, the pioneers of the flipped classroom model, for her to follow on twitter. Helping novice teachers is an important part of being a mentor and/or experienced teacher. Networking with other less experienced teachers provides suggestions, resources, and tools to help them develop into a stronger teacher. I feel it is important to help teachers improve their skills. By helping teachers I am also helping students and future citizens. Being willing to help other teachers in a respectful manner is an important part of being a good teacher.
Again I suggested an idea that would be helpful based on her statements. This is the first slide of the presentation. It is a large file and I cannot upload PowerPoint presentation to this blog.
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| link to Cellular Respiration as video |
"All in all, I finally feel like I am getting somewhere. I think my client is willing to try new things. I feel like she needs my help to bring it all together for her and tell her that we cannot do everything. There is just too little time."
Example #4
All students were required to integrate iPads into a unit in IT 550. I was the lucky person that got to use iPads first in my classroom for a unit on stoichiometry. I had no prior experience with an iPad but I had used an iPod, which is similar. Only a handful of students had used an iPad prior to the implemented unit. Since I was the first person to use an iPad in my classroom, I made a post on Blackboard to offer tips for my fellow teachers. I suggested that they get the iPads at least a week before implementation, take them home, and then "play" with them. I felt it was wise to know how they work and become familiar with the iPad before they have students use them. Also, I suggested that they download the Apps that they planned on using in their classroom and really try them out. I suggested they let their spouse or children try them out to see if they work or if they will accomplish the task they wanted accomplished. I had an App not work after downloading and if I had picked up the iPads and then downloaded them shortly before implementation, I would have been in trouble. I would have had to alter my plan, may have not found another App that I would want, or may have not used the iPads. Lastly, I suggested that they use an iTunes gift card for purchase of an App so that they did not have to load their own personal iTunes account onto the iPad, which could be used or hacked into by their students. This is an example of contributing to group-based design because although we had individual design units we did help each other with designing a unit through suggestions and prior experiences with the iPad.
Example
#5:
Below
is an example I copied from Blackboard where I use professionalism to critique a fellow classmates lesson
plan in IT 481. In quotes are my thoughts to my
classmate. I told the classmate what I thought was good about their lesson plan
and also what needed clarified and improved. My classmate’s
problem statement was not clear to me, so I expressed that it would probably not
be clear to the students. Part of being professional is the ability to articulate what you think while also being respectful. A good way to accomplish this is to
first state the positive points of the lesson plan and then to include the
weaknesses. When expressing the weaknesses, it is good to state why it is weak and
give some suggestions on how to improve the weakness. Lessons can only be
improved if the weaknesses are pointed out, but done so in a tactful manner. This is an example of professional courtesy
because it is important to state the strengths and weaknesses of any plan
without being cruel or rude to the other person.
What
do you see as the biggest strength of this lesson plan?
"The
lesson seems easy enough for students to follow. They visit a web page to gather
information about the stock market and answer higher-order, guided questions in
order to learn and deduct information about the stock market. I can see where
the computer would be an easy way to access information on the stock market. (I
don’t know if there is a book for the class and if the book would contain the
same, more, or less information). Students will use the computer to write
answers about stock market using Word. Word is the best program for students to
use for word processing and is easy to use. "
What
do you see as the biggest weakness of this lesson plan?
"I
am not sure that the Problem Statement is asked where one can tell what you
want the students to do. I would answer the question as “cry”. But do you mean
what would you do to help protect your million dollars or how would you
recuperate your million dollars? I just am not sure what you want them to
answer since you are having them learn about the stock market in order to
prevent lose from things like the stock market crash."
Example
#6:
In
IT 486 I reviewed a fellow students website. You can read below my comments on Blackboard to that student. I thought the website presented some great ideas that my colleagues at work might be able to use. I also gave the student that created the website a few suggestions to
think about that may enhance his website or make it more user-friendly. Again, I
used professional courtesy and respect to offer some suggestions on ways to
improve the web page, while also pointing out the strengths of the web page.
"Nice
job on your web page. Very simple and easy to read and understand, which I like.
How/why did you chose your layout? It seems somewhat centered but not exactly centered. Would you
consider making the page smaller so it all fits on the screen rather than
having to scroll to see all info? Why or why not? Why did you decide to make
the navigation always back to the home page? I really like your page. I
actually was reminded of things I have learned at one time or another. I would
like to show your page especially about the finger fold to my colleagues. We
are trying out new vocabulary strategies for lower level learners and this
could be a winner. Thanks for the information."
Example #7:
In this example I used Twitter to pass on some information about a Flipped Classroom to a fellow colleague enrolled in EPFR 521. During a class break I was discussing the idea of flipping my classroom for the upcoming year. The student had not heard of this idea before. I talked to her about it giving her the few details I knew about it. I told her that I followed a few of the pioneers of the flipped classroom on Twitter. She stated that she had a Twitter account also. I added her to my following list on Twitter and then sent her a "tweet" that contained a link to the flipppedclassroom.org, where she could get more information on the flipped classroom model. Additionally, I sent her @jonbergmann and @chemicalsams, the pioneers of the flipped classroom model, for her to follow on twitter. Helping novice teachers is an important part of being a mentor and/or experienced teacher. Networking with other less experienced teachers provides suggestions, resources, and tools to help them develop into a stronger teacher. I feel it is important to help teachers improve their skills. By helping teachers I am also helping students and future citizens. Being willing to help other teachers in a respectful manner is an important part of being a good teacher.
