Maintaining Our Instructional Role
From LiteracyTentWiki
A Community of Learners in the HQCE Cohort
The following report was compiled by correctional educators in the ZZ Eastern Group of the first cohort of the Highly Qualified Correctional Educator(HQCE) Program, sponsored by the Correctional Education Association and California State University, San Bernardino.
ZZ Eastern Group Members:
Albert Alba, Ph.D. Academic Instructor, Rhode Island Department of Corrections
Penelope Harless, MsEd School Guidance Counselor, Ohio Department of Youth Services
Anita Prince, Ph.D., Director of Adult Academic Instruction, Virginia Department of Correctional Education
Diane Rarick, BS Education Coordinator, Berks County Prison, County of Berks, PA
Kenneth Sarvia, BS Academic Instructor, Rhode Island Department of Corrections
The Purpose
To establish a community of learners within the cohort
To extend learning by communicating with a broader community of educators via listservs, though reflective discussions amongst our group members using on line chat, and by additional methods to obtain responses to our “Burning Question”
To examine a “Burning Question” in the Correctional Educational Community that will facilitate dialogue and generate pertinent responses.
To post our responses to the CEA WIKI listserv, which may serve to generate future research and add to the existing knowledge base for the issue discussed.
Each of the groups in the Highly Qualified Educational Community Cohort was asked to generate a “Burning Question” that was relevant to their group. After all group members brainstormed various issues we decided to select a burning question based on the following rational:
Rationale
Some in correctional administration and the “correctional establishment” have challenged the efficacy of highly qualified correctional educators’ instructional role. Some have suggested replacing certified correctional educators with other forms of instruction—technology, such as computers; video; tutors or non-certified instructors. As educators and administrators in our cohort we recognize the benefits of having highly qualified educators in the classroom. Our group generated its burning question to prompt responses from other educators that may cite curricular, research, and educational/behavioral theories that validate the need for professional educators in the classroom. We were particularly interested in responses to the use of technology and multimedia, and their effect on curricular and instructional practices.
The following question addressed the above rationale:
The Question:
“How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?”
Upon generating our group’s burning question each member was asked to post to the burning question on an educational listserv. The following sections list the posting and the procedures we used to generate our data. Several members of our group also asked colleagues where they work for their response to the burning question in the hope of getting additional feedback.
Posting
The listservs selected by our group for posting were (National Institute for Literacy’s (NIFL) Assessment, Focus on Basics, Family Literacy, Women/Race/Poverty, Learning Disabilities, and Professional Development; and the Correctional Education Association’s (CEA) General and Special Interest lists; and the corrections educationWIKI.
Several members posted to various listservs and the moderators failed to post the burning question.
A recent posting on the WIKI provides an example of a process similar to the one undertaken by the group once our “burning question” was decided.
The Response
The following are the listserv responses received during the time period available:
Posted: [Assessment 667] Maintaining Our Instructional Role
AL aalba1 at cox.net Sun Feb 25 08:40:10 EST 2007
Dear Educators and Correctional Professionals,
I am involved in a correctional educators' class examining models of teaching, classroom instruction, and instructional practices. Using computers and other types of instructional devices in a multi-level classroom can effect an instructor's role. As a member of educated professionals we are wondering if you could provide a response to the following question:
How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
Thanks In Advance For Your Feedback,
Sincerely, Albert Alba, Jr, Ph.D.
Response From CEA General List
2/25/07 Hi, Albert,
Great question! I wish there were a nice simple answer ;-) What is the definition of 'instructional role'? 'Maintain' seems to imply status quo? I'm really curious to see what others on this list have to say on the topic. If no one responds then you shall witness the major dilemma we as isolated classroom instructors face: the lack of communication and collaboration among colleagues. Correctional educators can be as imprisoned as our students. Without this collaboration, it is very difficult to keep up with best practices in education and the most effective means to achieving success for our classroom learners.
We have special interest groups for every flavor of CEA disciplines, but, unfortunately, our CEA members prefer to use these lists as a passive way for receiving information. I understand that TIME is the vile new 4 letter word! But time is also one of the reasons it is so difficult for us to take more classes, participate in more conferences. One advantage to the CEA lists is that they are asynchronous allowing you to post your question or message at a time that is convenient for you.
Real time discussions are also an option if anyone chooses to take advantage of the opportunity. One problem that is inherent in only communicating with correctional educators is the same problem that educators in public school settings face…isolation among disciplines and the lack of cross-curricular opportunities that make learning relevant for learners.
I've taken the liberty of including some excerpts from Tapped In discussions that took place during the last week. You'll notice that Albert has participated in one of the discussions ;-)
Respectfully submitted,
BJ Berquist
Remedial Communications Teacher, Loysville YDC, PA
Associate Educator, Tapped In
bjb@tappedin.org
Response CEA General List Seve
2/26/2007
Interpersonal relationships are the foundations that allow for inmate change-take that away and you have nothing to impact change. Computer learning only requires a proctor.
Michele Redman Springgoddess@aol.com
Response From NIFL Assessment List
Mon Feb 26 15:39:41 EST 2007
Subject: [Assessment 670] Re: Maintaining Our Instructional Role I haven't noticed that computer assisted instruction changes my role; instead it gives me more time for one on one and less need for long lectures. It also gives students who are homebound some options for interaction. Some students love working on computers and some can't stand it. CAI does help with computer skills a bit too and increases computer comfort. va
Virginia Tardaewether" <tarv@chemeketa.edu>
Response From NIFL Assessment List
Mon Feb 26 17:21:17 EST 2007
Subject: [Assessment 673] Re: Maintaining Our Instructional Role
Dr. Alba,
Here at Yavapai College we use computer software as part of the student curriculum to enhance student interaction with learning. Many students actually become truly engaged in the learning process when in a more active environment of using the keyboard and the visual components of a screen as compared to working out of a GED book or teachercreated handouts. I feel offering CAI enhances our our ability as instructors to work with student learning styles/multiple intelligences. We have found that programs such as GED or PreGED Online and Skills Tutor are great for homework or supplemental study as well. Computer software is already multilevel, and these programs also have diagnostic pretests to assist the
instructor in guiding student learning. Finding the right starting point in software can be done as easily as finding the right starting point in books using the TABE. For example, a student testing in at 7th grade level would start with Skills Tutor level C. I am sure that using CASAS or other NRS testing would be similarly effective.
Tina Tina_Luffman at yc.edu Tina_Luffman at yc.edu
Response From NIFL Assessment List
2/27/2007
HI, Al,
I think there has been some research on this topic among teachers' organizations-- especially by teachers' unions (AFT or NEA). If they haven't done the research, they probably have a listing of articles related to this topic. Are you a member of one of these organizations? In my quick-and-dirty review, I found that much of the literature on computer-aided instruction is on college and adult populations. Am I correct in thinking that your school population is aged 16-21, and primarily special needs students? If so, then the adult and college-based research results would not really apply-- except that if the adult research indicates that CAI falls short in some way for adults, then it would certainly have the same flaws (and more) when applied to younger, more handicapped learners. With this in mind, I did track down a couple of references, and hope that other Listserve readers will chime in:
British Journal of Educational Technology
Volume 30 Issue 1 Page 5 - January 1999
Jonathan Ross, Robert Schulz (1999)
Can computer-aided instruction accommodate all learners equally?
(the results suggest that it can not).
British Journal of Educational Technology 30 (1), 5*24.
doi:10.1111/1467-8535.00087
full article available online at:
http://www.blackwell-synergy.com/links/doi/10.1111/1467-8535.00087
The link below is to a relatively recent overview article that may give you exactly what you are looking for, including many links to current research and opinion papers. It includes data demonstrating dramatic effects, as well as savings, when a multi-college project incorporated CIA (which is probably fueling the expectations of those who would do away with prison educators) -- but note that this was in COLLEGES, with motivated students who had the prerequisite skills to be admitted and retained in those colleges, and not in correctional institutions. Here are a couple of quotes:
The use of ITS and other high-tech learning tools is increasing across the nation, but the effects are often below expectations. 'Intelligent tutoring systems can provide effective instruction,' writes ISI researcher Carole Beal in a paper that will be presented July 20 at the AAAI 21st National Conference on Artificial Intelligence in Boston, 'but learners do not always use such systems effectively.' According to Beal, motivated students interested in course material take to ITS readily, but others will improvise ways to get through without putting in much effort...." [The paper is available from the K12@USC project publications page.]
Intelligent tutoring systems do not replace teachers. Rather, they allow teachers to devote more one-on-one time to each student and to work with students of varying abilities simultaneously.
You can find the entire article at: http://www.aaai.org/AITopics/html/tutor.html Hope this is useful to many of you. Please keep us posted if you find more info.
Best,
Sara
A Reply From NIFL Assessment List
Tue Feb 27 12:52:14 EST 2007
Subject: [Assessment 676] Re: Maintaining Our Instructional Role
Dr. Alba,
At our community-based literacy center, we see our teachers having a facilitator role rather than a traditional instructional role. We prefer our teachers to be "the guide at the side" rather than "the sage on stage". Our classes are staffed by a paid teacher and 2 or 3 trained volunteer tutors. We allow our computer programs to "lead" the instruction because it enables our teachers and tutors to provide remediation and enhancement to each student. We also keep our classes small - 12-14 students - and do some small group work so each student usually works with a teacher or tutor nearly every class. Christi Graff <christig@learninglabinc.org> Education Director Learning Lab, Inc. Boise, Idaho
Posted: [ProfessionalDevelopment 879] Re: from Tom, PD Self-Study Course
Kenneth Sarvia ksraker at yahoo.com
Sun Feb 25 12:31:40 EST 2007
Hi Educators of America,
I'm a member of a group of teachers from around the United States who are involved in correctional education.. We are taking an online course from California State University, San Bernardino. This class studies classroom instruction and instructional practices for multi-level students. We are asking professional educational organization, if they would be kind enough to answer the following question. How do we maintain our instructional role in a multi-level classroom using computers/ instructional materials/instructional practices? The curriculum is adult basic education and general education for high school diploma. Thank you for your time and consideration.
Sincerely,
Kenneth M. Sarvia
A Reply From NIFL Professional Development
Mon Feb 26 10:58:26 EST 2007
Subject: [ProfessionalDevelopment 880] Re: from Tom, PD Self-Study Course
This is a topic dear to my heart since in the 1990's I served as Coordinator for a Texas Statewide Training Project at Texas A&I in Kingsville. We conducted extensive research in the area of MULTILEVEL ESL CLASSES in particular, which our teachers have found particularly frustrating. We found the following, in varying degrees, very successful:
1. Grouping by vocations
2. Grouping by language acumen
3. Grouping by age
4. Layered Approach (with lowest ability level in front and highest in the back)
These were the most popular solutions used with our AE practitioners in Texas during my tenure as Coordinator. These are included in our publication, which is subsequently out of print: Multilevel ESL Strategies Training Module. Otherwise I have another publication, ESL Multilevel Handbook (1990) which is available off the LISTserve. You are more than welcome to contact my office: drclark at southtexascollege.edu for more information. I hope this helps. All the best! Dr. Melvin Clark Melvin Dr. Clark drclark at southtexascollege.edu
Response From Professional Development section of the Adult Literacy Education Wiki
Mon, 26 Feb 2007 15:06:34 +0000
Hi Kenneth,
I'm not certain that my response will be to the specific thrust of your question as I am interpreting it as essentially concerning the role of the instructor in a multi-level classroom, as opposed to focusing on technology, methodology, or setting (correctional vs. community), but here are some thoughts based on my experiences.
Multi-level classrooms differ from "grade level" or content-based classes (e.g. U.S. History), but instruction should be essentially the same: student-centered around differentiated learning styles. Instruction in any setting is most effective when the needs of the learners are understood- by the learners as well- and materials and methods are provided to meet the needs.
The ultimate goal of learning is to be self-directed and "lifelong" which implies that a large part of an instructor's role is to provide students with the tools they will need to take responsibility for their own learning.
Multi-level (and multi-disciplinary) classes may require instructors to have access to more tools and more content, but knowing where the student is and what the student's goal(s) include will allow instructors to develop a learning environment that nurtures all students.
ABE and high school completion students tend to have individual areas of strength and weakness in academic skills and foundational knowledge that are extremely uneven. For example, a student who had difficulty writing but is good at math may make more progress in writing if guided to write about "How to Multiply Fractions" than "What I Would Do with $1Million."
I've had the opportunity to be an ABE and HSD instructor in community and correctional settings, and currently am administering a small, part time, rural adult education program (connected to a school union district in Maine) that also provides ABE/GED services in the county jail as well as high school completion programming in the nearby state correctional facility.
If I've missed the focus of your question, please let me know, or if you have specific questions about my comments, please feel free to contact me.
Good luck.
Bonnie Fortini
Machias Adult & Community Education
bfortini@msln.net
Posted: [LearningDisabilities 925] burning question
diane rarick rarickdk at hotmail.com
Mon Feb 26 19:38:29 EST 2007
Hi everyone,
I am taking a course and I need to ask all of you a "burning question." As an educator we know that everything always changes. So, as educators how do we maintain our instructional role in a multi-level classroom, using computers/instructional materials/instructional practices? I look forward to hearing from you.
A Reply From NIFL Learning Disabilities List
Tue Feb 27 23:25:10 EST 2007
Subject: [LearningDisabilities 929] Re: burning question
I have heard that "everything always changes," too, but today I taught a lesson that I learned in the early 1960's. I think many things are given different names, but the principles are the same. I have found with the additional levels, I must keep things more simple and be more organized. For example, today I taught a lesson on outlining and mapping because I am teaching study skills. I did spend an hour using an overhead to present the lesson. I modeled and the students copied the example. The next will be to do another lesson with students following the example they were given. In the future, I would show them the outlining tool on Word.
Jean Gassman <jgassman@iel.spokane.edu>
Learning Disabilities Specialist teaching Adult Basic Education
Reply From NIFL Focus on Basics List
Mon Mar 5 09:29:01 EST 2007
Subject:[FocusOnBasics 760] Re: Maintaining Our Instructional Role
Dr. Alba,
This does not directly respond to your question, but I thought this information might be of interest to you. I am the author of a remedial reading/phonics program called We All Can Read. The Georgia Department of Corrections uses our program at 13 prisons throughout the state. The program is also used in several Federal prisons as well. We publish our program on VHS video, VD CD, and now our program is published online as well. All 624 lessons from our core book are available in our online edition where we combine video, audio, and text; students are able to work at a computer and proceed independently through the entire program. The We All Can Read online edition is developed so that it may be used with no prior training by students, teachers, and tutors.
The first 28 online lessons from a total of 624 online lessons are available to view and hear at no cost or obligation at http://www.weallcanread.com. References, price information, and a great deal of additional information are also available on our web site. Please let me know if I can provide you with additional information, and I thank you for your time.
Jim Williams
Email address: jw@weallcanread.com
Web address: www.weallcanread.com
Jim Williams jw at weallcanread.com
Posted:[FocusOnBasics 737]
How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
Prince, Anita (DCE) Anita.Prince at dce.virginia.gov
Fri Mar 2 16:58:59 EST 2007
I am a mid-level administrator in Virginia's central office of Correctional Education. We are a separate state agency from Corrections or Education. As a member of a class of correctional educators from across the country examining models of teaching, classroom instruction, and instructional resources, I am asking for input from other adult educators. In many regards, the only thing that separates our practice from the "civilian" adult educators' is the added context of a secure environment. Any thoughts on the topic, "our group's burning question," would be appreciated.
Anita
Reply From NIFL Focus on Basics
Friday, March 02, 2007 5:09 PM
Subject: [FocusOnBasics 748]
Re: How do we maintain our instructional rolein a multi-level classroom usingcomputers/instructional materials/instructional practices?
Anita -
Your question about the role of the teacher in a class of multi-level learners studying within an all-individualized format is important. I know many correctional teachers that create thriving classroom environments with lots of one-on-one discussion and interaction. But I've also seen prison classrooms with assembly-line type climates, where students work in their individualized GED-prep books and only interact with the teacher when they need something scored or a new textbook. It's wrong to exclusively blame the individualized instructional model for the lack of social interaction--of course the teacher plays a big part. But if teachers are directed to use individualized models, and are discouraged from using social learning strategies (by stated or unstated rules), there may be little chance for trusting/humanizing cultures to form, or, for that matter, for teachers to teach.
Is this an issue in community-based literacy programs?
-Bill Muth
wrmuth@vcu.edu[
Sat Mar 3 08:31:16 EST 2007
Subject:[FocusOnBasics 749]
Re: How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
I'm not sure what the exact question is. From my own experience with multi-level classes and technology, I can say that it is important for me to make sure the students discuss before and after using technology what they plan to do and to report on what they did. The discussion or write up about the work is the real profit from the experience. It helps cement the learning. I'm a strong advocate for cooperative learning. In a multi-level class the students very quickly learn their place in the hierarchy. That can be used to their benefit as they progress through the program. They can be the "teachers" or purveyors of skills and knowledge. It can also be a deterrent for all but the top or extroverts to be involved in activities.
First, the instructor's job is to ensure there's a framework for activities, discussions, curriculum, a class culture. Second, the framework for smaller group work benefits from some formulaic questions that allow each person to take turns giving his or her thoughts on something and explaining why they think so _and also_ listening to others and explaining how or why each agrees or disagrees This can be very artificial at first. Sadly, our culture doesn't promote this kind of thoughtful discussion. Just watch the election process.
Once members of the class understand this as part of the class culture, it will free the instructor to manage the class more effectively. Small group work is very profitable as one tool when the class is prepared for it. Again, the students need to report back to you one way or another about the experience.
Is this any help?
Mary Jane Jerdemjjerdems at yahoo.com
ESL Instructor
Howard Community College
Columbia, MD
Mon Mar 5 12:53:28 EST 2007
Subject:[FocusOnBasics 768]
Re: How do we maintain our instructional rolein a multi-level classroom usingcomputers/instructional materials/instructional practices?
yes Bill, I agree
Virginia Tardaewether tarv at chemeketa.edu
Mon Mar 5 13:08:25 EST 2007
Subject: [FocusOnBasics 769]
Re: How do we maintain our instructional role in amulti-level classroom using computers/instructionalmaterials/instructional practices?
Anita
The only thing I found that we couldn't do in prison was dress the students in costumes or put them in spaces separate from the group facilitator. I think in-prison instruction can be as creative as anywhere else. This might mean some schedule changes, such as time for small groups within the computer lab. Often computer labs are designated quiet places, which eliminate discussion around a software question or process. Overcoming these rules can be a challenge in any setting.
va Virginia Tardaewether tarv at chemeketa.edu
Tue Mar 6 14:59:19 EST 2007
Subject: [FocusOnBasics 775] Re: How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
I agree heartily with Bill on this. I have seen similar classrooms in adult ed where students work hours alone in their GED books and do not interact. When I interviewed these students, they reported that they missed the social aspects of school when they worked this way. Individually suited learning does not have to mean isolated learning. In fact, adult learning literature suggests that project-based learning or small group or pair-learning is far more effective than individual, isolated learning. Robin Lovrien Schwarz In fact, adult learning literature suggests that project-based learning or small group or pair-learning is far more effective than individual, isolated learning."
Robin Lovrien Schwarz
robinschwarz1 at aol.com
Tue Mar 6 15:18:07 EST 2007
Subject: [FocusOnBasics 778]
How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
Robin, can you direct me to some research that supports this, please?
Kathy Olson
kolson2 at columbus.rr.com
Wed Mar 7 09:12:00 EST 2007
Subject: [FocusOnBasics 785]
Re: How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
Hi,
I googled adult education and cooperative learning and found plenty of references to current use and research. Of course, ERIC is a great source for the original research.
Mary Jane Jerd
Mary Jane Jerde mjjerdems at yahoo.com
Tue Mar 13 02:25:24 EDT 2007
Subject: [FocusOnBasics 807]
Re: How do we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?
Kathy-- Laura (Weisel) has TONS of materials on this-- ask her. Meantime, I saw a Robin Waterman at The Meeting of the Minds in Sacramento in December-- she presented a powerful research study on using project-based learning for adult ESOL learners. Her results were so off the charts everyone just sat with their mouths open. Her info may be at the MOTM website through NIFL or AIR. Also, Jane Vella, who has written so many wonderful books on adult learning makes it clear that cooperative or constructed learning is essential for adults. I will add more as I find the resources when I unpack my reference boxes and go through my bibliographies. I am still in just-moved mode.
Robin Schwarz.
robinschwarz1 at aol.com robinschwarz1 at aol.com
[FocusOnBasics 810]
Re: FOB Article-of-the-Week: one more thing!
Tue Mar 13 11:12:11 EDT 2007
I forgot to tell you: Click on the "Student Stories" link at the very bottom of the article for examples of the student presentations that were part of this project!
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
>>> "Julie McKinney" <julie_mcKinney at worlded.org> 03/13/07 10:53 AM >>>
Hi Everyone,
This week's FOB Article-of-the-Week speaks to several questions we have touched on lately: project-based learning, how to maintain an instructional role in individualized-style classes, how to help students actually learn the material (and the soft skills) instead of just trying to pass the test, and creating a thirst for knowledge. It is from issue 2B, which is all about the GED.
Project-Based Learning and the GED
by Anson M. Green
This is an account of one teacher's journey using amibitious and effective student-based projects within his GED class. He was able to blend the GED skills work with these exciting projects, which inspired the students to gain confidence, motivation and workforce skills along with the test skills, and at the same time connect with their community in a meaningful way. There are resources listed at the end.
I apologize for the typos in the online version. (Hint: often the "fi" in a word is missing, e.g. "nd"=find, and "ve"= five. Sorry!)
Please read this and tell the list what you think. Has anyone else out there used the Project FORWARD life skills curriculum, or something similar? What experiences have others had with project-based learning in GED programs?
All the best,
Julie
Julie McKinney
Discussion List Moderator
World Education/NCSALL
jmckinney at worlded.org
More Inquiry:
Because the number of responses from listserv participants was somewhat limited, the group elected to have each member pose the group’s question to one or two teachers with whom they had reasonable access. Those responses have been added.
Al
Teacher 1
The one teacher I spoke to told me we could maintain our instructional role by serving as a conductor of the classroom similar to the conductor of a symphony orchestra. While you may have technology, media, and other resources available, to be an effective teacher you have to conduct the class (pardon the pun) by providing students the resources suited for their needs. As in an orchestra you have many instruments, if the instruments are not played effectively by the musicians and the appropriate musical scores selected for the instruments via the conductor the melody may be harmful to the ears. Also, the players need to constantly be in sink via the conductor's wand to make sure the notes and instruments be transformed into a masterpiece. He adds the technology and materials in class do not make students learn. Therefore, a teacher needs to teach the strategies and impart the knowledge to students when needed.
I agree with the above comments, as an adult educator I believe I am a facilitator to instruction. I provide the resources, such as computer applications, video, reading materials, curricula, and facilitate debate that enable students to learn most effectively. As a captain monitors his crew, the captain needs to take action when the ship is going off course. All the technology in a ship may be useless if one does not know how to implement the technology to keep the ship out of harm's way. The captain needs to be the expert in all the disciplines, otherwise if a red alert is signaled it can result in tragedy to the crew. However, to enable the crew with the skills to operate a ship, the captain must delegate to the crew tasks, which lead them to become independent. Therefore, we maintain our instructional role by allowing the students and administration recognize we know how to provide students with the most appropriate materials (computers, video, curricula) based on our students' needs. Teachers also need the expertise in the disciplines they are teaching to correct faulty students' reasoning as it may arise. We also need to be able to model effective problem solving and serve as the catalyst to motivate students to learn by instilling self esteem within students. We need to allow students to recognize the talents they possess. No computer or technology has the human element that serves to motivate, model, or instill self-esteem and self-confidence within an individual.
Teacher 2
I asked another co-worker our burning question.
Her response:
As a teacher even though you use technology you have to continually assess students' responses and make adjustments as needed. She added, when I use Lexia, I check the assessment record of the student's work and provided additional materials as needed. If a student is not comprehending well I try to look at the causes of the misinterpretation and provide accommodations to accommodate the difficulties. I also use supplemental material as needed such as handouts and worksheets to support students. Also, as a teacher you need to probe students' understanding through open ended questions. Most software programs and videos do not focus on higher level questioning which is needed to examine students' understanding. She also added not all students can do with a specific type of technology. Some students work well with computers some not. Likewise, some students can learn via watching an instructional DVD others get tuned out. As a teacher you need to adopt various types of the medium presented for instruction based on students needs, learning style, and subject area. She mentioned she like to use hands on activities with students such as coloring different parts topics and categories studied. we maintain our instructional role in a multi-level classroom using computers/instructional materials/instructional practices?”
Anita
I asked two teachers at one of our high security facilities our group’s question. Both teachers are academic classroom teachers. One teaches ABE Levels I-IV; the other, pre-GED and GED (Levels V & VI). Both have a number of networked student computers in their classrooms (about 10 each) on which are loaded AZTEC software, other purchased instructional programs, such as GED 21st Century, and a number of in-house generated instructional and tutorial resources built with PowerPoint and Visual Basic.
Both responded that the role of the teacher to “manage” the resources of tutors, computers, and other means of instruction is key. They cited examples of poor teaching where computers became babysitters and misused like workbooks have been in the past. They had concerns with teachers who don’t plan with their students and meet with them regularly to reassess and update “personal learning plans.” They admitted that it is difficult to manage learners at different levels, but felt that if they had to without tutors and computers they would figure out a way to meet their students’ needs.
In addition to some immediate thoughts on the question, one of the teachers came back to me the following day and said he had thought more about the question and his responses the day before and had refined his thoughts to a single conclusion…it’s all about the relationship. A computer can’t take the place of a trained, qualified, committed teacher. Nothing can take that place.
Some Comments and Emerging Themes:
"Computers will not even come close to replacing a good teacher--not even a mediocre one.”
Felicia Dickerson, Principal
Isonville Elementary
Isonville Kentucky
“I have worked for years developing lessons based on novels and now all of that work is just out the window.”
George Young, English Teacher
Indian River Juvenile Correctional Facility
Ohio Department of Youth Services
Response CEA General List Seve
2/26/2007
Interpersonal relationships are the foundations that allow for inmate change-take that away and you have nothing to impact change. Computer learning only requires a proctor.
Michele Redman
Tue Mar 6 14:59:19 EST 2007
“Individually suited learning does not have to mean isolated learning. In fact, adult learning literature suggests that project-based learning or small group or pair-learning is far more effective than individual, isolated learning. In fact, adult learning literature suggests that project-based learning or small group or pair-learning is far more effective than individual, isolated learning."
Robin Lovrien Schwarz
“”We can't even get them to sit still for a half an hour while interacting--how are they supposed to sit still and interact with a computer all day?”
Indian River Teachers, Ohio Department of Youth Services
In our facility each student is supposed to have an individual lesson plan--each student working on their individual lesson—grade and subject appropriate. As there is great disparity in levels in relation to grade, subject, and reading ability, that necessitates multi-level placement within a single classroom. We have attempted to and to some degree have succeeded in "gathering the levels" together in a single classroom. The degree to which that is possible directly impacts the quality of learning.
It is difficult if not impossible for one teacher to teach multiple subjects to multiple level learners. Computerization at our institution is supposed to address this issue, and to some degree it will. However, the "man in the box" is not a human and interaction with a simulation is lacking--lacking the personal--human-ness of the process. It is lacking in the area of social development that is so necessary for the future success of our students.
Penelope Harless, Ms Ed
Indian River School Guidance Counselor
Ohio Department of Youth Services
Below are some prevailing themes generated by the responses people provided as a result of our burning question:
Communication/interaction between teacher and student are paramount for learning to take place
Isolation of correctional educators from each other and from other professional educators limits the development and sharing of “best practices”
Computer assisted instruction can create more space for the one-on one time that teachers in multi-level classes need to spend with their students. It can also become a poor substitution for a productive student/teacher relationship
Problem-Based Learning requires a teacher to be an active facilitator and an expert in the subject areas of instruction. A teacher needs to create an instructional environment that actively engages students in real life problem solving activities. The use of open ended questions, dialogue, and modeling real life problem solving requires a teacher who cannot be replaced by any type of computer software of media.
Problem Based Learning FOB Listserv 3/13/07
The Social Development of students without teacher support is restricted.
Limitations Of Research
Due to the limited time of this research, the cohort was unable to examine previous research in this area. Therefore, validation of the findings with prior research outside of the research cited in the responses to the post was not conducted. However, by examining the emerging themes based on responses from the varied listservs allow the educators to feel confident that the findings are credible. Quantitative research could be examined in the future with respect to the efficacy of students’ learning when a subject matter is instructed solely with computer-aided software in a lab-like setting, when compared to instruction with a certified teacher who is also using computer-aided software in the classroom. Also, while the responses generated were from educators and researchers it would have benefited the study if we were able to generate responses from students who have been instructed in a class using only computer software and/or instructional videos and who also have been instructed in a classroom by teachers who have used multimedia resources in the classroom
'APPENDIX'
The Process
Our assignment was to create a community of learners and to engage with each other in an “inquiry” process around a “burning question” or problem faced in our teaching or practice experience. To further extend our inquiry we were asked to engage other professionals through the use of appropriate professional listservs.
Members of the “ZZ Groups” were assigned by time zones to work on the assignment. As the “ZZ” designation might suggest, due to an important synchronous communication function of our distance education course, the cohort members had suggested this to accommodate course members who reside across time/date zones. Prior to this assignment, most communication had been through asynchronous discussion boards and e-mails in the university’s Blackboard system.
Our first task was to form a “burning question” individually and post it to the whole group. Within our “ZZ Group” we then discussed our individual questions with the option of negotiating a single group question or agreeing to more than one to post to selected listservs. At the suggestion of one of our group members, we posted our question to the larger group discussion board for input on the clarity and appropriateness of the question. Input from that posting was somewhat limited and did not suggest modifications. Subsequently we selected listservs to which we would post and determined roles for members of the group.
The roles included the following:
facilitator—facilitates;
poster—finalizes the language of the problem and question and post it to the listserv;
monitor/complier—pulls off the listserv responses and organizes them in a Word document;
responders—add to the listserv discussion, maybe by refining the question, elaborating on it, or even constructing follow-up questions;
editor—takes the final compilation and adds commentary, writes a preface and conclusion, edits for grammatical and spelling errors (but does NOT change the words of the others’ statements in any substantial way!), and posts the report to the ALE WIKI and the course discussion board.
The group elected to modify the roles of members to better facilitate the work that needed to be accomplished. A role of observer of the process was established to analyze, synthesize, and provide a summary statement about the experiences of the group as we engaged in the community to accomplish the assignment.
It should be noted due to the nature of this project the members had to serve multifaceted roles. Therefore, some individuals served in more than one capacity.
Using National Discussion Lists as Professional Development: Self-Study Approaches and Examples
The Burning Question
A teacher subscribes to a list and has a burning question about her practice
The teacher shares her concern with the moderator
The moderator prompts her to post it to the list
The teacher posts, and the moderator encourages subscribers to take a week and share resources
The teacher pulls from those resources and tries a new strategy in her practice
The moderator prompts her to share back with the list how it goes, and based on her experience, what she recommends for others in a similar situation
The teacher shares back with the list.
