I believe the most striking revelation that I had during this course was how I really could teach these literacy skills to first graders. Each time we went through a new strategy, I would think to myself, “No way.” Yet each time (after a lot of thought) I was able to find a way to bring the strategy or skill down to a six year old’s level.
The two skills that stand out the most from this class are the questioning piece and how to review a site for relevance. Dr. Armstrong talked about the importance of asking questions to support our students in 21st century skills. By asking a question, we are allowing students to think bigger and better ideas. We are teaching them that there is more to know than what is already familiar to them (Laureate Education, Inc., 2009). First graders love to play 20 questions, but when asked to write a question they generally write a telling sentence. We have used KWL charts and Infinity charts and that helps guide their thoughts to a questioning format (Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K., 2007). However, it is not until the end of the year that they begin to catch on.
David Warlick suggests that students need to validate the information they find and the sites or resources they use (Laureate, 2009). During my calendar time, we use weather.com to check the temperature and forecast, however there are often times that advertisements pop up and we discuss whether or not they look like information that is silly (we are first graders) or if the information looks like something we would like to learn more about. This is only the tip of the iceberg with these little ones, but by asking them questions about something they are looking at, I am at least modeling a problem-solving task.
From this class, I will take away the knowledge that technology in the lives of my students touches everything. At home, they may not be learning the proper way to utilize the Internet or how to validate the usefulness of information they are accessing. Beth Phillips’ ABC strategy will help me to introduce this skill (Laureate, 2009). I want to also teach my students the importance of giving credit where credit is due. I would assert that this would only help them as they further their educational career and need to write essays or research papers. I am laying the foundation for future work by modeling this technique and making the process important. I agree with Dr. Armstrong that teachers have a responsibility to model good ethical use of digital technology (Laureate, 2009).
My goal for the upcoming year will be to incorporate voice threads. First graders are often able to tell you what they have learned from a unit, but cannot write it out or their pictures mean something to them, but I have no idea what they drew. For example, when I teach about Abraham Lincoln, children could log on and tell me what they know about Abe (no writing needed). This clear statement about what they have learned will make it easier for me to assess what they have really learned and not what they know how to spell. I have been accepted into the 21st Century Academy for Teachers that is run by our school. I am excited to show the district what I know based on my masters program. Likewise, I am excited to bring new ideas to the district; especially those that I have explored while here at Walden that may be blocked by our server or we do not have access to. As the first primary teacher to be accepted into the program, I am thrilled to show the district what Walden has taught me.
Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.
Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
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