MEL Project
Lizzie Martel and Andrew Dean
This is the script that Andrew and I made for the MEL project. It describes meaningful, engaged, learning and all of its parts.
Environment: relationship and rapport- student teacher relationship / helping students succeed
Experience: patterns and learning styles- hands on/ learning styles
Motivation: why would I want to learn this- interest/autonomy/ avoid rewards
Meaning: connections and metal frameworks- connections/ context
Along with this information and the diagram found by Mike Muir, we decided to take it to the next level by appealing to as many of the learning styles as would could such as, verbal, visual, and kinesthetic.
We want to especially thank Andrew F. for being our camera man, Jenna, Ted, and Lindsey for being our great actors!
Hope you enjoy!
Script:
Teacher: students, therefore, 36pie/ 25pie= x/2= 72/25x- here let me show you……
Student 1: hey, hey man this class sucks….god its so boring…. I feel like I’m not learning anything
Student 2: Yea I know it, she doesn’t even really know us, I think she still gets my name wrong……
Student 3: We should just start skipping, I mean we could probably teach ourselves…
Student 1: I have no motivation what so ever and I can’t wait to get outside…I mean I hate just sitting here all the time
Student 2: Man I just wish there was a way for us to be able to be motivated, gain some experience, maybe even have a great classroom environment….but how?
Student 3: We just need some help…someone who could teach us how to do all of those things….ya know have a meaningful, engaged, learning, experience
Rapper (Andrew): Yo Yo, did I hear some students say they need some help, maybe try some MEL
Teacher: What is going on here, I am in the middle of a……
Student 1: It’s Rapper Master MEL
Rapper: Hey students, I’m here today to teach you all about the MEL way,
You see its got four parts and I’ll tell you what they are, but first get up cause your gonna go far
Student 2: Tell us more, Tell us more
Rapper: So listen up there you educators you got to be the motivators, there are four parts to this MEL- it stands for meaningful engaged learning model
Rapper: Under that we got four more parts, you get this down, then you got smarts. First we got our environment here, its crucial, important and very dear,
You have to have a close relationship and understanding with a little pip….its all about getting to succeed, lending a hand whenever in need
Rapper: The next part we come to is, a little different for every ms., its all about the experience, you have to get rid of the interference
Patterns, steps, and being involved, help us to get rolling the ball, we also have different learning styles, knowing each one can move us miles, all students are unique in their own way, they learn and act different everyday
Rapper: The next part we come to is motivation, helping students receive a better education. Knowing why students want to learn helps them get rid of being stern, instead of yelling because they don’t want to do it, tell them why and maybe they wont quit.
You have to grab their interest right away, if you don’t they’ll just delay, they need to feel a part of the class, learning and growing, try to make it last. Give them freedom but just not too much, stand close but don’t be a crutch
They need to strive for the goal, and be focused with their inner soul. You should avoid rewards for a simple fact, you want them to be real not put on an act.
Rapper:
The last part to this MEL thing, is to find meaning for all so lets just sing,
Making connections with is important and kind, MEL helps to expand your mind.
Putting up frameworks just isn’t easy, but students will love you for not being cheesy.
The context of everything that you do, must connect like a ball through a hoop.
Rapper:
So remember the four parts when you have a class, learning and growing will make you last.
Never give up on trying something new, If you care and work, they’ll appreciate you.
So that there folks is the MEL way, I hope you have a wonderful day!
PEACE
(Rapper leaves dancing)
Student 1: That was awesome!
Teacher: Ok class who wants a break to go outside?
Students ALL: YEAH!
Friday, January 30, 2009
Sunday, January 25, 2009
Web 2.0 Educator
After having read about Cool Cat Teacher Vicki Davis, I decided to go back and re-read her blogs to see if I still had the same impression of her. Not only do I still see Vicki Davis as a fun and inspiring teacher, but she seems to truly want the best for her students inside the classroom and out. After re-reading some entries and then reading, Wiki wiki teaching, How I use wikis in the classroom, and The value of routine, I value her opinion and work. She incorporates the fast pace world of technology into her classroom allowing the students to become familiar with and understand the ways in which education can not only be fun but can be taken to a higher level.
I decided to read and listen about Cool Cat Teacher Vicki Davis. She has not only created some amazing and technology incorporating projects but has allowed her students to share in this fun as well. After reading a few of her postings, it is clear to see that she loves to use technology within the classroom. She is a teacher in Camilla Georgia who has been involved with many projects that have won several awards and inspired her students. Her specialty is using wikis and blogs. She loves to incorporate these two things in her lessons whenever she can. She seems like an honest person who truly wants to do all she can for her students including understanding the technological world around them.
Vicki Davis seems to be a very intelligent teacher especially when it comes to technology. She creates projects for her students to get them experienced with things that they may use later in the future. She has many priorities, the highest of which is her students. She allows time to accomplish not just the goals of her students but her own goals as well. She wants to connect with the students and other teachers, to make a positive environment and atmosphere for all. She also wants to keep the curriculum and material interesting and fun. Davis tries hard to inspire and to keep herself motivated. Without her being motivated she can not motivate her kids and her fellow staff. She also realizes that without reflecting upon her work and her students' work she can not properly keep teaching. Assessing is one of the most important tools as well as reflection.
One of the major reasons Davis is so intelligent with technology is because she is constantly using and looking for new tools. She states, “When I think about school and learning, I think about writing. Our learning tools need to have easy and useful ways for putting words and ideas into them as well as getting those words and ideas back out.” She wants to be able to have her students see the world around them as a tool to utilize not as a scary tool that is impossible to manage. She incorporates these tools into her classroom and gives the students' the opportunity to take their education into their own hands. She would like to eventually see technology in classrooms everywhere. She hopes as many teachers probably do too, of one day creating a classroom of students who are technologically smart as well as book and street smart.
I definitely agree with Viki Davis' approach to teaching. I like to use technology in the classroom. I think it allows the students to take a different look at what they are doing and re-evaluate it. However I do believe that sometimes technology can take over the classroom. The ultimate goal is to incorporate technology into the classroom not make the entire classroom technology. Maybe one day we can be immersed into a classroom environment where all students recognize the word "wiki" and "blog".
I decided to read and listen about Cool Cat Teacher Vicki Davis. She has not only created some amazing and technology incorporating projects but has allowed her students to share in this fun as well. After reading a few of her postings, it is clear to see that she loves to use technology within the classroom. She is a teacher in Camilla Georgia who has been involved with many projects that have won several awards and inspired her students. Her specialty is using wikis and blogs. She loves to incorporate these two things in her lessons whenever she can. She seems like an honest person who truly wants to do all she can for her students including understanding the technological world around them.
Vicki Davis seems to be a very intelligent teacher especially when it comes to technology. She creates projects for her students to get them experienced with things that they may use later in the future. She has many priorities, the highest of which is her students. She allows time to accomplish not just the goals of her students but her own goals as well. She wants to connect with the students and other teachers, to make a positive environment and atmosphere for all. She also wants to keep the curriculum and material interesting and fun. Davis tries hard to inspire and to keep herself motivated. Without her being motivated she can not motivate her kids and her fellow staff. She also realizes that without reflecting upon her work and her students' work she can not properly keep teaching. Assessing is one of the most important tools as well as reflection.
One of the major reasons Davis is so intelligent with technology is because she is constantly using and looking for new tools. She states, “When I think about school and learning, I think about writing. Our learning tools need to have easy and useful ways for putting words and ideas into them as well as getting those words and ideas back out.” She wants to be able to have her students see the world around them as a tool to utilize not as a scary tool that is impossible to manage. She incorporates these tools into her classroom and gives the students' the opportunity to take their education into their own hands. She would like to eventually see technology in classrooms everywhere. She hopes as many teachers probably do too, of one day creating a classroom of students who are technologically smart as well as book and street smart.
I definitely agree with Viki Davis' approach to teaching. I like to use technology in the classroom. I think it allows the students to take a different look at what they are doing and re-evaluate it. However I do believe that sometimes technology can take over the classroom. The ultimate goal is to incorporate technology into the classroom not make the entire classroom technology. Maybe one day we can be immersed into a classroom environment where all students recognize the word "wiki" and "blog".
Type I and Type II Technology
Type I and type II Technology seem to be colliding with more and more classrooms. However, knowing how to recognize these two types and use them properly is still a work in progress. Type I uses computers or similar technologies to help foster the "old school" approaches to teaching. The user is usually inactive and the computers tend to do most of the work. Type II uses computers as a tool to find new and better ways to teach the students. The computer is very important but here the learner is recognized as being the controller. Skills and independent thinking are emphasized more. The difference between these two is how important a role the computer or technology plays. They differ in how mentally active the student is involved within the task.
In my high school I would definitely say that Type I was common. In so many of my classrooms the teachers would get bored and then take us down to the computer lab when they had nothing better to do. So when we would get there the teachers would try to have us research some random topic and it did absolutely nothing for our learning.
Another experience with this problem is the reliance on PowerPoint programs. Instead of actually teaching a lesson, I had a teacher that only used power point. There was no interaction with the class she put the PowerPoint up and read off of it for the entire class. The sad part was that if you went online, you could print out that PowerPoint, making it almost redundant to go to class.
Many teachers rely on the simple art of movies to fill up class time. This, along with out dated random worksheets make the class almost unbearable. I had a computer class one year, which you would think would make it more of a Type II since there are so many possibilities. However instead of teaching class and using programs and worksheets that helped us, we received worksheets several years old. I was given this sheet and told to just go, no instruction no fun, no variety, just simple, plain, old directions, many of which were so hard to follow. This whole experience made me not like the class. It was not until the end of the class where we got to do a project on anything with anything, (besides a few guidelines) that I liked the class.
On the opposite end of the spectrum we have Type II. This although not as common, was still seen in my classrooms. The best project ever done with the technology was an art class we had at school. The art project was making a webpage for the school. We had to create the background, colors and effects, and putting new pictures and art work on the site. We learned how to make a page, use different settings and tools, and how to work together in a group. It was so much fun and it helped the teacher and students do something new and creative.
Another experience I had with this technology was with my AP English class. Not everyone did the same thing because of the project type but those who chose this option loved it. We had to research two professions other than the one we wanted to pursue in college and then turn it into a project. With this we had to interview people, make a presentation, and a paper. I chose psychology as one of my professions. Not only did I interview a teacher but then I turned it into a movie using a new program on the computer. My teacher challenged us to do something that we have never done before and possibly use the computer. It pushed me to be creative and use the computer in a whole new way, which I then got to share with the whole class.
One of the last and most obvious examples of this Type II is this blog right here. Aside from one other class, I have never used a blog before nor have I ever used the computer like this in the classroom. Given a little guidance then forced to work on my own to use this technology is an interesting and new experience. I have to make a blog, learn how to use it, then go to another site and follow directions. This allows me to multitask as well as create something new and fun.
In my high school I would definitely say that Type I was common. In so many of my classrooms the teachers would get bored and then take us down to the computer lab when they had nothing better to do. So when we would get there the teachers would try to have us research some random topic and it did absolutely nothing for our learning.
Another experience with this problem is the reliance on PowerPoint programs. Instead of actually teaching a lesson, I had a teacher that only used power point. There was no interaction with the class she put the PowerPoint up and read off of it for the entire class. The sad part was that if you went online, you could print out that PowerPoint, making it almost redundant to go to class.
Many teachers rely on the simple art of movies to fill up class time. This, along with out dated random worksheets make the class almost unbearable. I had a computer class one year, which you would think would make it more of a Type II since there are so many possibilities. However instead of teaching class and using programs and worksheets that helped us, we received worksheets several years old. I was given this sheet and told to just go, no instruction no fun, no variety, just simple, plain, old directions, many of which were so hard to follow. This whole experience made me not like the class. It was not until the end of the class where we got to do a project on anything with anything, (besides a few guidelines) that I liked the class.
On the opposite end of the spectrum we have Type II. This although not as common, was still seen in my classrooms. The best project ever done with the technology was an art class we had at school. The art project was making a webpage for the school. We had to create the background, colors and effects, and putting new pictures and art work on the site. We learned how to make a page, use different settings and tools, and how to work together in a group. It was so much fun and it helped the teacher and students do something new and creative.
Another experience I had with this technology was with my AP English class. Not everyone did the same thing because of the project type but those who chose this option loved it. We had to research two professions other than the one we wanted to pursue in college and then turn it into a project. With this we had to interview people, make a presentation, and a paper. I chose psychology as one of my professions. Not only did I interview a teacher but then I turned it into a movie using a new program on the computer. My teacher challenged us to do something that we have never done before and possibly use the computer. It pushed me to be creative and use the computer in a whole new way, which I then got to share with the whole class.
One of the last and most obvious examples of this Type II is this blog right here. Aside from one other class, I have never used a blog before nor have I ever used the computer like this in the classroom. Given a little guidance then forced to work on my own to use this technology is an interesting and new experience. I have to make a blog, learn how to use it, then go to another site and follow directions. This allows me to multitask as well as create something new and fun.
My MEL Experiences
- Student/Teacher Relationship: Almost every one of my teachers has made a lasting impact on my learning and succeeding. I usually feel connected to my teachers which allows me to talk to them, and to feel comfortable inside and outside the classroom setting. I like being able to be close to my teachers so they can know me personally and what I am like. Having a connection with my teacher helps me to feel confident in learning the material as well as the class itself.
- Helping Students Succeed: In order for a teacher to help me best succeed; I need to feel as if I am being pushed. I need a challenge and I need to work hard for the A. My AP English teacher was rough, an assignment due every day, projects, and class work galore. I felt that I worked harder in that class than three of my other classes put together. But my final grade in the class was a B+. I felt like I deserved that grade and I had worked so hard for it. It made me feel like anything that I put my mind to, I can accomplish. I loved being challenged and pushed.
- Hands On: I am a very verbal and social person. Therefore whenever I was asked to do group work or hands on activities, I was in my element. I felt that I could be part of a group and be more relaxed and let someone take the lead. But I also felt that I could step up to take charge if I needed too. I love doing funny activities where I know I will be out of my comfort zone. If a teacher can make me do something where I have butterflies in my stomach, then I know I will thank him/her for it later when I have a new found confidence in my abilities.
- Learning Styles: My learning style tends to change depending on my mood. Some days it is extremely frustrating to be a part of a class that has to deal with students who learn slower than me. When the teacher is taking time for them I feel as if my needs and wants as a learner are not being met because I am slowed down. It's awesome that the teacher can help everyone but sometimes I feel that if those students, instead of being catered to, were pushed a little harder they might find something inside themselves they never knew they had. They just may develop better learning skills and increase their abilities. The idea of using all the multiple intelligences is interesting to me. I find it to work for all people, letting each learner experience the classroom in so many new and fun ways. I hope that future classes utilize the learning methods that can help all students at once, not just one specific group. I guess that is where the problem lies in how to help all students (who have so many different needs) at once.
- Interest: I always enjoy a class where the teacher can incorporate my interests into the lessons. I think it makes the environment of the whole classroom seem more amicable and fun. But I also think that interests are not the only things that should be considered. I love classes where the teacher can incorporate life experiences, the news, media, and the surrounding culture into the classroom. Everyday is a chance for the teacher to tie in a new interest with the lesson. So why not take advantage of that and try several of them? There is no harm in trying, only in not trying at all.
- Autonomy: Any class where the students can feel like they are in charge or they have power is fine by me! I feel that it is sometimes the job of the teacher to let the students think they are in control of everything even when they are not. The teacher should always have control of the classroom. However allowing the students to take control of their education and their learning can help them to learn better and maybe even increase their chances of understanding all the material. I like choices, even if it is the smallest thing such as what color to use on the white board. It makes me feel as if every decision I make and every word I say is important to my teacher.
- Avoid Rewards: I actually feel weird about this because I like and I hate rewards in the classroom. If I have done something really well or received a really good grade on a test I would love to have a reward. If the class has met some goal or done really well with a task, why not have a reward? But I also feel that if the teacher is dependent on these rewards then the students lose focus of the ultimate goal and aim for just the reward. I believe in rewards in the classroom but I believe they should start small and end small. Receiving a sticker on my test when I get a grade above an 85 makes me feel proud. But these rewards should not be done in front of everyone; they are for one on one, such as handing back papers and saying, "keep them to yourself". If one person is rewarded and others are not, it can cause some to feel inferior and stupid. I believe that rewards, small ones, should be put into the class only when the atmosphere in the class and the relationship between the teacher and students is a strong one.
- Connections: One of my favorite experiences within the classroom is when the material in one class relates to another class I am taking or have taken before. It makes me excited and I feel as if, wow, I really have learned something. It enhances my interest in the class and makes the material seem as if, I know I can do this class.
- Context
Learning Style Inventory Results
I found this test interesting because when I finally saw the results I realized that, wow, they are extremely accurate! However, having taken the test a first time and now taking it once more, my results have changed. I am now more verbal and less visual which was not expected. However, my two highest being social and verbal, it does describe me, surprizingly well. Any person who knows me could attest to the truth behind these results. So it was fun to take this test! I think that the physical and the aural aspects are correct as well because I see myself as utilizing both of these skills. The physical, aural, and solitary categories, although not as high, create the learner that I am as well as help me to learn when I am in different environments. All in all, this exercise showed me that I am a good learner, especially with others but I could always be looking for a way to improve my skills.
Chapter 2: Respect, Liking, Trust, and Fairness
There are many things that are important for the overall atmosphere of a classroom and I believe one of these is respect. I feel that in order to have a well balanced classroom and a fully functioning classroom, students and teachers must be able to respect each other. However I feel that there definitely needs to be a “difference between respect and liking” (17). Students must know that individually the teacher needs to meet their needs. However, they need to consider the fact that there are 20 other students who have needs as well. Students must give teachers a little leeway with what they are doing. I do believe that students ultimately want to have good teacher rather than having a fun teacher. However it isn’t always easy to feel comfortable in class when you are being judged by your peers. In the long run I believe that the students want to put their work in front of their popularity. I also agree that “kids want teachers to put good teacher ahead of popularity” (19).
I really understand from a student perspective as well as a future teacher that having respect in the classroom is important. But I think an obstacle arises when students are expecting more of a friend then a teacher. I would love to have a classroom of 20 new friends, however I am there to teach, help and guide. Along the way if a friendship should develop then that is one positive aspect of teaching. But to be professional and to be a great teacher I believe there needs to be a distinction between a friend and teacher. These teachers are there to be a teacher first and a friend second.
I really understand from a student perspective as well as a future teacher that having respect in the classroom is important. But I think an obstacle arises when students are expecting more of a friend then a teacher. I would love to have a classroom of 20 new friends, however I am there to teach, help and guide. Along the way if a friendship should develop then that is one positive aspect of teaching. But to be professional and to be a great teacher I believe there needs to be a distinction between a friend and teacher. These teachers are there to be a teacher first and a friend second.
Chapter 1: Knowing Students Well
One particular section caught my attention because of one of my strong beliefs. On page 13 the author discusses the idea that “if teachers know more about what their students care about, it’s easier to motivate them, by connecting academic work to their existing interests.” I firmly believe that teachers should be connecting the material inside of class to material outside of class. A great teacher prepares a student not just for another year of the academic world but of the real world as well. Integrating a student’s interests is not only going to help them become more interested but it will help them learn more.
Another idea that I found really interesting is that the students could shape and mold their own education by just a few simple changes made by the teacher. This made me feel that it was not only the teacher’s fault for not listening better but the students as well for not communicating better. I think the most important concept in chapter one is that students just want to be treated as equals and as a friend. They need someone to talk to and to understand them as well as critique them. However one particular quote that made me mad was on page 5. It was a comment made by a student, “Teachers are for teaching.” This statement makes me feel as if, from a future teacher perspective, students do not understand all the important roles a teacher must play besides simply a teacher of the material. Improvement on both ends, student and teacher, is needed if any change is at all reachable.
Another idea that I found really interesting is that the students could shape and mold their own education by just a few simple changes made by the teacher. This made me feel that it was not only the teacher’s fault for not listening better but the students as well for not communicating better. I think the most important concept in chapter one is that students just want to be treated as equals and as a friend. They need someone to talk to and to understand them as well as critique them. However one particular quote that made me mad was on page 5. It was a comment made by a student, “Teachers are for teaching.” This statement makes me feel as if, from a future teacher perspective, students do not understand all the important roles a teacher must play besides simply a teacher of the material. Improvement on both ends, student and teacher, is needed if any change is at all reachable.
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