NFC+Unit+2+-+Edited+Article

The Interconnected Article The personal use of technology survey activity comes after this article. Be thinking about your personal use as you read this article or review the first part of the Teacher Survey.

Do They Really Think Differently Article Prediscussion Activity: Student Thinking Patterns In this activity you will reflect on student thought processes. Personal Notes for Implementation:
 * 1) Using the questions provided, reflect on your knowledge about students thinking patterns.
 * 2) What did you learn about "neuroplasticity" from reading the article? How does this term apply to education in the context of this course?
 * 3) What is "malleability" through the lens of neuroscience? What implications does this concept have on education?
 * 4) What is the difference between "neuroplasticity" and "malleability"?
 * 5) Why do many children have short attention spans for school but not for computer games? Describe the disconnect.
 * 6) Is there any information presented in the article that resonates deeply with you when thinking about students in your classroom? Please describe the connection.
 * 7) For the purpose of the online discussion, summarize your responses in the space provided.
 * 8) Return to the course and advance to the next screen in order to receive further instructions to share your summary online.

Engaged Students, Engaged Adults Article

It has always been our responsibility to engage students. One of the things that has been most successful in my career is that I work hard to find out what it is that captures a student’s interest and use that interest to build trust and respect for the individual student. For some of them, it is a great football (or any athletic) play. For others it is on the stage. Still others excel and are most proud of their work. I don’t think that I am unique in this. It is something that we all do. I think about the conversations that we have in any of my classes and laugh at the prospect of having that discussion in another class. Even when I am teaching the same material more than once a day, I cannot reach all of my students with the same schtick. We, as professionals, are constantly working to engage; to meet on some common ground so that we may begin building. I can’t remember who said “they don’t care that you know until they know that you care.” It seems appropriate here. In the past, perhaps, we had the luxury of bringing students up to our level. It seems that we will be expected to meet on theirs now. I’m not entirely sure if that is a move down.

IN the second article, I saw a mirror of the first. As educators, we certainly can relate to the thoughts of a new teacher and the need to make strides to help new teachers along and to support the autonomy of more veteran teachers. Why do we not see that as a need in our students as well? Surely we recognize that students need to feel all of the things that teachers require. It seems to be all a part of the human condition. For both teachers and students (both groups are human, contrary to popular belief) we need to support and make welcome their thoughts and ideas. As each group becomes more comfortable, we need to allow them to bring something of their unique personality and background into the classroom. It is time for us to celebrate these differences and allow them to permeate our classrooms, not doall we can to ignore the elephant in the room. Dennis Morrisroe 2008

Engage Me, or Enrage Me Article

Using the "Learning Indicators for Engagement" article, develop student interview questions to identify your students' level of engagement. Here are a few examples to get you started. Using the questions you created, interview the six students in your student focus group. Answer the following questions.
 * 1) Are you excited to learn in my classroom?
 * 2) Do you find the tasks that I give you challenging?
 * 1) Do you identify with the views of your students? Please describe.
 * 2) How do you engage students in your classroom?
 * 3) Is there evidence of disengagement in your classroom? If yes, please describe.
 * 4) What could be causing disengagement in your classroom?
 * 5) What specific steps could you take to increase student engagement?

For the purpose of the online discussion, summarize your responses in the space provided.

Technology, Edu, and Workplace Article Course Activity: Classroom Organization In this activity you will reflect on the organization of your classroom and draw conclusions about student preparedness for the 21st workplace. Personal Notes for Implementation:
 * 1) Answer the following questions.
 * 2) Is your current classroom organization preparing students for the 20th Century workplace or the 21st Century workplace? Please describe.
 * 3) What role do classroom management and organization play in student preparation for the 21st Century workplace? Please describe.
 * 4) What changes would you make to better prepare your students?
 * 5) Summarize your responses in the space provided. Be prepared to add the summary to your Learning Log.
 * 6) Enter your summary in your **Learning Log** by clicking on "Resources" and then "Learning Log." (Label your entry "Classroom Organization.")
 * 7) Close the Learning Log window to return to the course.

21st Century Workplace: Skills for Success


 * 1) Answer the following questions.
 * 2) Does your instruction currently meet the skill sets necessary for success in the careers your students have chosen?
 * If yes, please describe the instructional techniques that you employ.
 * If no, what adjustments can be made to your instruction
 * 1) What types of programs does my school offer that will encourage the development of skills and characteristics conducive to success in the 21st Century workplace?
 * 2) Summarize your responses in the space provided. Be prepared to add the summary to your Learning Log.
 * 3) Enter your summary in your **Learning Log** by clicking on "Resources" and then "Learning Log." (Label your entry "21st Century Skills.")