What I Wore Last Week

Here is my collection of outfits for last week. See details of each day on Instagram! Linking up with Pleated Poppy, What I Wore Wednesday. Let me know that you came by, I would love to connect with you. 

What I Wore Last Week

I have been doing some fashion blogging on Instagram, sharing my outfit for the day. It has been a lot of fun, trying something new and meeting new people. Here is an overview of last week!


Each day I share a quote and details of the outfit/ accessories that I wore. You can find me on instagram here, go head over there and follow me! Linking up with appeared Poppy on What I Wore Wednesday, head on over there to see what everybody is wearing...

Educational Technology Context & Foundation

I absolutely love my Instructional Technology course I am taking this semester at ISU! Integrating technology into all aspects of the classroom to benefit both student and teacher is extremely important to me. Part of the requirement of this class will be to create a Philosophy of our own in regards to placing tecnhlogy into the classroom. In order for us to complete this, through the course we are finding professional resources and material within our textbook to expand and define our current technology ideals.

Here is my takeaways from our readings this week:

     In Chapter 1 of our textbook, Roblyer states,

For the processes, or instructional procedures for applying tools, we look to … applications of technology that help prepare students for future jobs by teaching them skills in using current tools, as well as skills in ‘learning to learn’ about tools of the future that have not yet been invented – or even imagined (p. 5).

     I find the idea of “learning to learn about tools of the future” to be an extremely important guide in today’s teaching of technology and preparing our students for the future. This changes the focus of learning technology, we need to learn enough to complete the tasks we are to complete; however, its not about having lessons on the particular technology that we know it deeply as software, hardware, etc changes so rapidly. Yet we should direct lessons on the ability of learning to learn. Being able to take the basic knowledge and apply it to any program that comes our way. I read once that computer programmers, computer design students, and the like graduate with a degree with most of the information they have learned is outdated. Similar to our students, It is important for them to know how to learn and adapt to the rapidly changing technology in our world. 

     In Chapter 1 of our textbook research completed by Devaney in 2010 teaches us, 

Schools with one-to- one computing programs had fewer discipline problems, lower dropout rates, and higher rates of college attendance (p. 22).

     I am not surprised by such research results. As a future teacher, I would love to adapt or be apart of a school in which is involved within a 1:1. Eliminating factors of students not having the technology accessible in and outside of the classroom. This research on technology in education tells us that there are many more benefits to the use than what we originally thought. My thought that the fewer discipline problems, lower dropout rates, and higher rates of college attendance is in the idea that students are engaged, lessons are adaptable to many learning styles, and they feel better prepared to go on to higher education because of their experience!

     In Chapter 2 of our textbook, Roblyer states, 

Teachers will always use some directed instruction as the most efficient means of teaching required skills; teachers will always need motivating, cooperative learning activities to ensure that students want to learn and that they can transfer what they learn to problems they encounter. Proficient technology-orientated teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs (p. 49).

     I tend to lean toward the constructivist methods, ideologies, and epistemologies in the modern day classroom. It is innovative, collective; it is about movement and collaboration. It is appealing to me as a teacher to make the classroom appealing to today’s student. Yet there is an importance in the ideals and methods of directed instruction. As a future teacher and as I go about creating my integrating technology philosophy is in important to develop a balance between the two.

Roblyer, M.D. (2016). Integrating educational technology into teaching (7th ed.). Upper Saddle River, NJ: Pearson             Education, Inc. 

Protagonist editorial: Why Goldilocks should never have entered the home of the three bears.

the-three-bearsHere is something fun this evening, as I work on my UDL Lesson Plan (my final for SPED 3350). The lesson is meeting the standard CCCS.ELA.W.7.1 in writing an editorial to defend or challenge a protagonist in a fairy tale. I am responsible for completing the assignment for the student example as I have not done this with a class. So I thought I would share with you what I wrote.

Goldilocks should never have entered the home of the three bears. I can imagine that Goldilocks only went to the house of the three bears by herself is because she was left alone to her own doings. Where was her parents? Why was she not in school? She just gallivanted through the forest one day and happened to come across the three bears home. I can imagine the smell of porridge seeped out into the woods that fine morning, was Goldilocks hungry? I can imagine she just could not resist the temptation to see what it was that smelled so delicious. As she approached the home, I imagine she appeared through the open kitchen window and saw the three-steaming bowls. So, she walked right through the open door and began to eat out of the largest bowl! This would have not happened if Goldilocks parents were taking care of her, I wonder if she was even given breakfast.

Goldilocks really should never have entered the home of the three bears. She was lucky, that girl could have been eaten up. For some reason, she thought it was okay to eat the porridge that did not belong to her. She also could have not been aware that the home she entered belonged to a family of bears. But she did not stop there, she continued into the stranger’s home and sat in their personal chairs! Were there pictures of the bears on the wall or placed along their bookshelves? If there was she ignored them when she decided to take a nap from all that eating and resting she had done.

Most importantly, Goldilocks should never have entered the home of the three bears; she was breaking the law. She was a criminal, guilty on at least four separate accounts. First, she trespassed onto private property. Second, she entered the home without permission. Third, she stole their porridge that was intended for them to eat. Fourth, she broke the smallest chair in the living room. I cannot imagine why this innocent blond haired girl would be doing such things; maybe it was just a disguise to fool us all?

In conclusion, Goldilocks should never have entered the home of the three bears because she was alone and should have been supervised, she was lucky and could have been killed, and she was guilty of breaking four separate laws and could have been locked up in juvenile detention center for her crimes. So next time, Goldilocks just go to school instead!

Ha! How funny is that? I actually used this story and this book, because I am looking forward to meeting author Jan Brett when she visits Twin Falls Barnes & Noble next Friday! Maybe I should have her autograph my editorial?



Blog Review #18: Is Your Lesson a Grecian Urn?

On Cult of Pedagogy, Jennifer Gonzalez writes, Is Your Lesson a Grecian Urn? In this post she asks teachers to think about the why they are completing projects, arts and crafts, and other items in their lessons. In particular, the story of the Grecian Urn, the teacher was not sure why he was doing it other than he always did during the unit. Though valuable teaching time was used to complete the project, even though there was not educational value to it.

It makes me think of all the pretty cool stuff I find on Pinterest. I must remember to ask myself,

  • Does this serve a purpose toward learning the standard that is required?
  • Will it help students achieve the educational goal/objective that I have set out for them?
  • Is it just something that would be cool to complete?

Gonzalez continues by providing ways to help us spot these Grecian Urns in our lessons, and great ways to replace them. I found these tips very helpful and a fantastic way to make sure that I keep my lessons on the right track.

My Ends as an Educator

imagesJohn Dewey said,

Education is not preparation for life; education is life itself.

Education is defined as the process of receiving or giving systematic instruction (Merriam- Webster’s dictionary, 2003). My ends as an educator are to give my students instruction toward their intellectual, social, economical, and political knowledge.

What I mean by intellectual knowledge is developing important skills and becoming a life-long learner. This is valuable because a typical person will only spend 13 to 18 years of their life receiving systematic instruction through an institution. There is an abundance of truth to the words written in the book, I Can Read with my Eyes Shut, in which Dr. Seuss (1978) says,

The more that you read, the more things you will know. The more that you learn, the more places you’ll go.

A person who fluently reads and writes enjoys learning new things; the possibilities for them are endless. I want my students to have the ability to acquire and apply both knowledge and skills.

What I mean by social knowledge is enriching personal growth and developing community responsibility. This is valuable because many people find confusion in the process of figuring out who they are and how they can be a part of their community. Inspiration and guidance can be given to assist students toward understanding social responsibilities and the impact of the choices they make. I want my students to have the ability to participate well in society and organizations.

What I mean by economical knowledge is preparing for employment and understanding their role as a consumer. This is valuable because we do not know what the future holds for us. Schools today; educate the employees of tomorrow. Yet, we are unaware of what tomorrow includes. Basic employer skills and the understanding of one’s role in our economy, I believe are beneficial now and to the unknown. I want my students to have the ability to give significance toward their career and be sensible in relation to money, time, and effort.

What I mean by political knowledge is embracing democracy and acquiring citizenship skills. This is valuable because it is important to prepare our students for their active role as responsible, informed citizens in a democracy. It is advantageous that our students are given a voice, and then empowered to use it. Franklin D. Roosevelt said,

Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.

I want my students to have the ability to take interest and knowledgeably contribute in the government and public affairs of this country.

In conclusion, my ends as an educator are giving my students instruction toward their intellectual, social, economical, and political knowledge. Not in preparation for life, but for life itself.


What I Wore: Observation

As an Education major we have several opportunities to visit the classsroom. Today, I am completing an abservation for my SPED 3350 class. The goal is to seek how the partnership between the general education teacher and the special education teacher works. It is so important for their to be open communication to better assist these students with special needs. 

Informed Belief Statement with Vision

My beliefs.

book-i-am-reading-a-book-and-a-hundred-more-none-of-them-speak-of-my-xt4j8e-clipartA student is not a blank book waiting to be filled from cover to cover when he or she enters a classroom. A student entering a new classroom is merely beginning a new chapter or a new page within his or her book; whereas, an experienced student will be making some necessary revisions. A student arrives at the classroom with pages and chapters filled with stories, ideas, understandings, and experiences. What is already written within the pages of the student’s book is the foundation for the new knowledge that will be inscribed. The teacher prompts and facilitates the new words upon these pages, by asking questions that will lead them to write additional chapters within their book. This analogy of a book describes my beliefs about learning, teaching, learners, and the role of a teacher.

My philosophy.
My teaching philosophy relates to the established philosophy of education, pragmatism. In the article, Philosophical Perspectives in Education, Cohen (1999) describes pragmatism beliefs as, “reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise… thought must produce action, rather than linger in the mind and lead to indecisiveness” (para. 7).

My teaching methods.

My teaching methods are inclusive to the constructivism theory. In the article, Constructivist Teaching and Learning, Gray (n.d.) describes constructivism as,

a view of learning based on the belief that knowledge isn’t a thing that can be simply given by the teacher at the front of the room to students in their desks. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge (para. 11).

In my classroom, the constructivism theory is put into action through a number of different teaching methods: such as inquiry- based learning, collaboration, critical exploration, reciprocal learning, and procedural facilitations for writing.

My classroom environment.

My classroom environment is home-like and comfortable; yet, invigorating and vibrant. You see bookshelves, lamps, floor-rugs, a reading area, walls decorated with student work, and curtains hung on the windows giving a sense of belonging. You also see a word wall, an objective bulletin, a large activity calendar, individual student mailboxes, and a homework station giving a sense of focus toward working. You hear the voices of students working together on their literacy project, incorporating what they just read in their book clubs.  You smell the aroma of a pumpkin spice wickless candle on my desk, that freshens the room just so. My classroom could be described by a student, as a place where they want to be. My classroom could be described by a visitor, as an environment conducive to the learning process.