Tell us the level of students with whom you plan on teaching as well as your content area or the content area you have chosen for the newsletter. Tell us the standard you are working with. Then, describe the benchmark and/or grade level indicators you were working with on the Newsletter assignment.
Most importantly, reflect on how your newsletter activity represents a learner-centered activity where your future students (on their own or with younger children, working with the teacher) would be able to construct meaning regarding the benchmark or grade level indicators by using the technology of word processing.
I'd like to teach high school art. The standard I chose was "Connections, Relationships, and Applications. The grade level indicator is "survey various art theories or movements and make a presentation to explain one of them."
I think this ativity would be very good for future students. It'd teach them about Word, and art theories/movements. They'd learn a lot of how to use word by actually using it, and they'd have to research an art movement, and basically teach it to other students and parents. To me, this seems like a perfect engine for learning, in this case at least. Each student had to construct their own knowledge of the movement and of Word. And because it teaches others, they'd retain a lot more than if they were lectured on the movement. It's the bottom of the learning pyrimid and constructivism side by side, like a crime fighting duo.
Taylor, awesome post! I like how you are letting your students use their imgination and explor on their own. Its great that you want to teach highschool art. Do you have a specific grade that you want to teach or just overall want the whole highschool experience of teaching each grade! Over all great post!
ReplyDeleteTaylor,
ReplyDeleteFirst, great hat.
Second,
Taylor, as you perceptively point out, this approach would really individualize the learning for each student since they would be constructing their own meaning. CB