EDUC639R

The Big Idea for Day two was Models of Instruction.  Emphasis was placed on the following models:  The Experiential-Based Action Model (EBAM), 5E Instructional Model, WebQuests, 4MAT and Understanding by Design. Today’s discussion was enlightening because I was unfamiliar with a few of the models of instruction that was introduced. I was pondering ways to intertwine UbD (which is the latest initiative of my district) with new information that was being presented.  There were definite correlations between UbD and the models of instruction, but the two most intriguing were WebQuests and Differentiated Instruction.
WebQuests are student centered and inquiry based.  A WebQuest challenges students to explore the web for information, and it is an excellent way to integrate the Internet into the classroom.  Webquests can be incorporated in Stage 2 and Stage 3 of Ubd.  Webquests can be used to transfer students understanding and help students reach the desired achievement.
Differentiated instruction focus on whom we teach (students), where we teach (learning environment) and how we teach (instruction).  “Connecting content and kids in meaningful ways is what teachers strive to do every day.  In tandem, UbD and DI help educators meet that goal by providing structures, tools, and guidance for developing curriculum and instruction that brings to students the best of what we know about effective teaching and learning” (Tomlinson and McTighe, 2006).  Differentiated instruction lends itself to stage 3.  In stage 3, teachers can provide a variety of learning experiences to achieve the desired results.
 I look forward to learning more about the other models of instruction and integrating them into my curriculum.   
 

Wikis, Blogs, and Listservs are all frameworks of communication that have been introduced in class today.   I think that the above tools will provide an excellent forum for teachers, students, and parents to communicate.  But how can I integrate these tools into the curriculum?  The following are few ideas on how I can effectively incorporate the new technology introduced during day one:
Wikis:  Teachers can easily store and edit information; stored information allows students easy access to class documents.  Students can use the wiki as an organizational tool for a paper or other assignments.  Teachers can also provide feedback that enable students to reach higher levels of thinking.
Listservs:  One way to use Listservs is by encouraging students to send questions to participants. There is usually a subscriber who knows the answer or knows where to find the answer.  In addition, Listservs could be used to conduct department meetings.  This will allow teachers to be involve in the meeting without leaving the classroom.  It is also a great tool to convey good practices or concerns that take place during the day.  Endless possibilities are offered for person-to-person connections: between researchers with similar interests/questions or teachers in similar situations.
Blogs:  Teachers can use blogs to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board.  Blogs also provide a space where teachers and students can advance writing or other skills with the benefit of an instant audience.  Teachers can offer instructional tips and students can practice and profit from peer review.  Moreover, blogs make online mentoring and cooperative learning possible.  A class blog also opens the opportunity for students to discuss topics outside of the classroom.  Blogs are also great for teacher and student reflection of daily happenings.