Week 8: Chapter 18 and Class Reflection

Chapter 18

When I first read the chapter title, I thought, what could I possibly learn from this chapter that will apply to my job as a junior high educator. Well, again, I was surprised to find that it is about teaching (training), and that training applies to all learners. I did find two concepts in the chapter that perked my interest. The first was Foxon’s view of transfer as a five-stage process that occurs over time after training. The second is how ISD designers must internationalize (strip the product of all cultural specific traits) a product and then localize (add cultural specific traits) the product for the target audience.

Foxon’s view of transfer as a five-stage process that occurs over time after training can easily be, and should be, the goals for teachers in all grades. Foxon’s stages are as follows: 1. intent to 2. Initiation, initiation to 3. Partial transfer, partial transfer to 4. Conscious maintenance of skills, conscious maintenance of skills to 5. Unconscious maintenance. This is what I try to do with my students on so many different skills. I have never heard of the learning process broken down this way. It really simplifies the explanation of the teaching process. A teacher can teach, but if the student cannot use the knowledge outside of the classroom, then the students didn’t really learn. (At least in the reading and writing process.) I have had several students who did not complete the five-step process after “training”, that it makes my job as a teacher more difficult. I now have to repeat the training the student already had. This time trying to make sure s/he gets to the conscious maintenance or, hopefully, the unconscious maintenance of the skill. I really like Foxon’s view and will try to adapt it to explaining my lesson plans to students and parents.

Internationalize (strip the product of all cultural specific traits) a product and then localize (add cultural specific traits) the product for the target audience can be a useful tool for today’s educators. As all teachers are aware, each end every class that comes through your room is different. They have had different experiences, are at different learning levels, and have different learning styles. A lesson that was “golden” the year before, may not work this year. Keeping a base lesson plan, an internationalized lesson plan would be very helpful. The teacher could then plug in, or localize, it for the current class. As a teacher, I am leery about becoming predictable. I don’t like to use the same information I’ve used a million times before to teach the same concept. Because of this, I never keep lesson plans for more than a year. It is a lot of work, but it keeps ideas fresh and keeps me from becoming boring. If a lesson went really well, I tend to remember the lesson for the next year. It also helps me to design lesson geared toward my current student population. If I had “internationalized” lessons, I could build on the basics and make the lessons specific for my current crop of students. This would definitely save me planning time, and keep me from reinventing the wheel every year. It would also keep to my style of teaching toward the learner. I’m looking forward to trying it. Now maybe I will keep something in my filing cabinet besides my purse.

My Class Reflection

Well, let’s see. A summative reflection of my first graduate class. And, not just any graduate class, a technology-online graduate class. I wouldn’t be telling the truth if I said I wasn’t terrified about starting this class. If you’ve read my older blogs, you would know that I am a recovering computerphobe. When I first started teaching in 1999, I could only use a computer to word process and maybe print if there were only one printer choice. I slowly got over that. I came to love technology. I became a closet computeraholic. I want to learn and share as much as I can about how to use technology. The only problem, it takes me a really long time. I was afraid the concept in this class would be too hard for me and I would fail. In fact, I put this class off for a year because I was afraid. I’m really glad I final took the class. Not only have I learned about some really great educational and personal tools, but I’m getting the confidence I need to go out and try some new things that aren’t on the weekly to do list. For example, I learned how to use Picasa 3. I never would have tried this photo organizer and editor before I took this class. I am really enjoying myself. (Okay, I’m enjoying myself when I finally get it right after hours out trying, frustration, trying, frustration, trying, jubilation, reflecting, and sleep.) It’s true, I have been very nervous about trying the new software and I get frustrated a lot (due to user error), but every time I get it right, I grow more confident. I am even sharing some of the things I’ve learned with my administrator and other staff at school. Finally, I am happy when the assignment for the next week is posted early. This way I get more time to play around with the project. I’m very curious about the final project. I hope I’ll have enough time and skill to complete it.

As for the support part of the class, I am more of an I-can-do-it-myself-if-I-keep-trying type of person. I only ask for help after hours of trying and failing (and crying). The one time I did ask for help, I found it was an internet-hosting problem. I got that fixed right away. Mostly I look to the forum to see if anyone else is having any problems. I have found a solution there before. I am quite satisfied with the way the class is progressing. I am getting more confidence in my computer skills, (my typing is getting faster), and I’m learning so very practical applications. I always look forward to the comments on my blogs and enjoy reading everyone else’s, even if I don’t always comment. I get a lot of insight from these, as well. Over all, I like the class.