List three learning preferences by digital learners and give me examples (of each) of what you could do in the classroom with them....
Example:
They prefer pictures, sounds, and video before text.....So, as a teacher, what could you do in the classroom to enhance/engage students in an activity (create movies, create ppts, take digital pictures etc....)
1. Processing pictures, sounds, color, video before text..... I would use an app such as Brain Pop vs today's Weekly Reader to learn comprehension skills such as Who What When Where and Why. This app has sound, pictures, it's interactive, and has color and video.
ReplyDelete2. Digital learners prefer random access to hyperlionked multimedia information...... I would use the internet with various search engines to research a topic vs going to the library using books and reference materials only.
3. Digital learners prefer instant gratification with immediate and deferred rewards..... I would use a computer math game to learn math facts vs using flash cards and fluency tests. On the computer game access to different levels and games is achieved by their success. It's immediate and self driven. There are tons of apps that have games using math facts.
Melinda Evans
Digital learners prefer learning that is relevant, active, instantly useful, and fun…
ReplyDeleteI would require that each student individually instruct the class on how to use digital media that are exciting and useful as well as applicable to assignments in class. Much like how this class is formatted, I would require that each student learn how to create for example something as useful and simple as a word document to something as fun and exciting as wiki page. The student would then be responsible for modeling in front of the class to his/her peers of how they work.
Digital learners prefer to network simultaneously with many others…
I would organize the students to work collaboratively in groups. Each group would be assigned a topic to research. Each individual would need to research and gather information on the topic they were assigned. The group would then share the information they found with each other and make a list of the similarities and differences to present to the classroom as a group.
Digital learners prefer processing pictures, sounds, color and video before text…
In teaching the students about the life cycle of a butterfly, I would use a video off of the web to visually introduce them to what the cycle looks like so as they gather information additional information through text they can relay back to their visual recognition of each stage.
Re: Melinda's post:
ReplyDeleteI really like Melinda's idea to emphasize reading comprehension and the digital learner's preference for images rather than text. I would try to create an exercise where students select an image representative of a certain idea about a geographic location or feature. The students would then presnt and swap images, without any explanation of what the image represents to them, and the receiving student would have to create four sentences of text to explain the who,what,where,when and why for the image. The students would then present to one another the text he/she generated for the image and compare it to the original idea behind the other student's selection of the image. This could be a way for them to textually interpret an image and a lesson in geographical perception as well that is fun and relevant.
I would like to address the digital student's preference for learning "just in time" and random access to hyperlinked multimedia information by creating an exercise which divides students into groups and requires that each group locate an answer to a group-specific question using only the internet to research. The group would also be responsible for charting and documenting the series of links followed and the sites visited in reaching the answer they would then present to the class.
Digital learners prefer to network simultaneously with many others. One way to engage them would be to work in groups in class along with other classes from other schools through blogs and google docs. This could work well with most any subject matter. The students could not only learn about the topic they are studying, but also the differing opinions brought in from students of another culture.
ReplyDeleteDigital learners are used to getting information from multiple multimedia sources very quickly. Using handhelds such as the iPhone and iTouch in class to look up information for projects would encourage the students to work in class instead of waiting until they get home to do their projects. This would also mean they would get more info from more sources by discussing what they find with the other students in the class.
Instant gratification is key to reaching our students today. Most subject matter has interactive "games" that can be used in the classroom. Google TV, computers, hand helds and interactive wipe boards would engage most students of any age. Students see immedietly what they are doing right and wrong instead of waiting on the teacher to grade them. Developing their own games would involve an even higher level of thinking!
Digital learners prefer random access to hyperlinked multimedia information- Webquests offer the opportunity for students to access a variety of information in a manner that is organized and relative to the topic. There are also opportunities for collaboration and a deeper understanding of the material with the use of a webquest. For older classes, a teacher could have students create their own webquest for a certain topic. Another idea to is to provide not only text materials for lessons, but to incorporate web based research or activities that relate and support the topics.
ReplyDeleteDigital learners prefer instant gratification with immediate and deferred rewards- Definitely the use of online games offers students to instantly receive feedback and can move on to the next level or repeat the level if need of improvement.
Digital learners prefer learning that is relevant, active, instantly useful, and fun- Allowing students to self-select a topic gives them the opportunity to become active in their learning experience and it makes it relevant. Once a student takes ownership of their learning they instantly become engaged. One idea here is to provide an overview of the main idea being learned then allow students to choose a topic and then take ownership of their learning. Then have them teach their classmates the topic they researched.
Processing pictures, sounds, color, and video before text: I plan to teach secondary English Language Arts, so my students will definitely be reading a lot of text. Before reading a play, particularly one where the storyline or language is challenging to grasp simply by reading, I could show a clip of a performance of the play to get the student’s attention and motivate or prepare them to read the text. In school, I remember several times when my teachers showed us the film or play once we were finished reading, but with today’s generation, it seems as if the students could really benefit from viewing before reading, not to take away the excitement of learning from the reading, but to enhance their interest.
ReplyDeleteTo network simultaneously with many others: Instead of having students simply write a journal entry that only I will read, students will likely be much more likely to put forth effort and thought into the assignment if they used something like a class blog to discuss a topic. For example, instead of just having the student write in their journal what they learned from reading an article or a short story, students could use the class blog to express and discuss their ideas with one another.
Digital learners prefer random access to hyperlinked multimedia information: Instead of just presenting students with material, I give them class time to research the topic and explore websites to explore the topic for themselves. For example, if I were giving students background information on the 1920s before teaching The Great Gatsby, I could encourage them to search for information on this time period. One group could research the fashion, one group could research the music of the time, etc.
The following describes three learning preferences of the digital generation and how a teacher might use the information in her classroom:
ReplyDelete1. Processing pictures, sounds, color, and video before text: My first thought here was to use the Smart Board to engage students in a new story. An interactive power point with intriguing pictures and video clips could be displayed in order to capture attention before a new book is read.
2. To network simultaneously with many others: I only recently realized that Google Docs has a built in chat feature. It also allows you to see how many people are also viewing the document and follow what they are doing. I feel this would be a great way for students to work in groups/partners. Each child would have his or her own computer to work on the group document, but the students could chat together and help each other with the assignment.
3. Learning that is relevant, active, instantly useful, and fun: I am surprised that so many teachers still create lessons that are not fun for their students. I feel that in order to tap into this preference, teachers could create a game/scavenger hunt that relates to the lesson/topic at hand. This would be very fun for the students. They would be actively searching for clues while learning and would be gratified after completing the task!
1. To network simultaneously with many others - I think I would use EdModo in my class and have the students take part in discussions with their classmates about certain topics. It requires them to engage in conversations. They will learn without even really feeling like they are doing homework. They love to get on the computer and talk with their friends, so it will be a good idea to put in learning with the things they already love.
ReplyDelete2. Instant gratification with immediate and deferred rewards - I think I would use online games to get the students their positive feedback which will be intertwined with learning. They will be having fun and they will feel accomplished when they get to move onto the next level or whatever the case may be. In addition to the fun they are having, they are learning a lot too!
3. Learning that is relevant, active, instantly useful, and fun. - Learning in the digital generation is just that- FUN. Children nowadays relate fun to the computer, video games, etc. So, why not incorporate the two? In my classroom, I will constantly be incorporating online games and activities with the units they are learning. For example, if we are studying short stories, the students will get their own opportunity to use what they know (technology) to exhibit what they have learned (literature) and publish their own stories!
Beth Keplinger
ReplyDeleteChapter 4- List Three Learning Preferences by Digital Learners and How They Would Be Incorporated in the Classroom
1) Network simultaneously with others- As a math teacher, I will use networking with other students to enhance problem solving. Whether sharing ideas on Twitter or Facebook or Edmodo, students can posts ideas, hints, or success while trying to collectively solve a word problem, or a logic problem, or a multi-step assignment.
2) Instant gratification with immediate and deferred rewards- I will use texting or ipads or itouch/ipods to give immediate feedback on problems taken on tests or quizzes. I will be able to show averages and points needed to a student is always aware of his/her standing in my class.
3)Receiving information quickly from multiple multimedia sources- I will use ipads (if available) to expand on classroom instruction. I will allow students to use their ipod/itouch/cell phone to interact with each other, sharing ideas and answers to problems posed in class. I would love to bring in video games that would strengthen math skills and content that is currently being covered (my kids have the apps and games for the lower grades, I just need to do the research to find those that are appropriate for the secondary level!)
To network simultaneously with many others... One of my favorite projects in elementary school was having a pen pal for writing assignments. This is a bit irrelevant know, but I would love to use skype to connect with other classrooms for "states" projects etc. where the kids could chat and share information rather than just looking it up.
ReplyDeleteProcessing pictures, sounds, color, and video before text... Have the children 'recreate' a story or bit of text by making a video or slideshow to teach it to the rest of the class.
Random access to hyperlinked multimedia information... Kind of like the "graphic organizers" cavemen created years ago with paper, the students could have their own 'digital organizer folder' to keep links to websites, blogs, or wikis that related to a particular project. Having fun and interesting links is also helpful on classroom websites- keep them interested in the website and they may actually get the information you really want then to know.