The model of instruction is very different from traditional pedagogy (the traditional model of teachers speak and students listen). In Marc Prensky’s partnering pedagogy students are learners and teachers are guides. The teachers give students questions to be answered; the students are to search, make hypotheses, and find answers.
Partnering is different from a traditional learning approach because:
1.It creates an environment that integrates adult and children’s learning;
2.It is characterized by reciprocity and parity for teachers and students partners;
Prensky’s texts describes that partnering is giving students questions to research, explore, and find answers to, and then for the class to discuss and review. In the partnering pedagogy, technology’s role is to let each student personalize his or her learning process. This is very important process for students to learn in their own ways.
Students Roles in Partnering
Researcher
Technology User and Expert
Thinker and Sense Maker
World Changer
Self-Teacher
Teacher Roles in Partnering
Coach and Guide
Goal Setter and Questioner
Learning Designer
Context Provider
Rigor Provider and Quality Assurer
The side of partnering in which I feel less comfortable is the view in which we (teachers) must see our students as partners with different but equal skill sets than our own. Sometimes I have to remember to "let go" and let them show me and tell me. I suppose the best response from a teacher to a student who says, "I don't know what to do, is "I don't either".
In those cases, we will look up answers together and learn at the same time. Prensky really was on target when he mentioned that most students, no matter what their background, could do and thrive on basic partnering work. I can see this happening on a daily basis. When students are partnered up in the classroom, more learning/teaching will happen.
This analogy on verbs and nouns is brilliant. Verbs are the underlying learning whereas nouns are the tools students use to learn. Partnering to me means interacting and guiding students to learn individually and/or in groups.
Prompt #2: Web 2.0 Resources (NOUNS) Use in Technology Integrated Classroom Teaching Digital Natives Chapters 4-6.
This is a list of the technologies that will help students understand the different music topics that I cover in my class and that will also help me as a teacher to create materials for my classes.
Voice Thread
Finale
SmartNotebook
Podcast
Discovery Box
Time toast
Garage Band
Photo Peach
*Technologies that will fit better for partnering:
Discovery Box: Student creation of different discovery boxes in different subjects.
Garage Band: Creation of sound tracks, compositions.
Photo Peach: Creation of slide shows with pictures and music.
Time toast: Creation of timelines.
Finale: Creation of music compositions.
Promtp #3 Developing the Digital Native Friendly Classroom
I feel comfortable with “sharing”. It enlightens and enriches students to see the different ideas and creations. A positive feedback from teachers or peers to a “non involved student’s creation” is a moment that changes a student’s life forever and opens a door for more class involvement. This school year I will work on my student’s to create a music video (including their own music composition) as a “sharing” activity (posting the videos on youtube or a blog/wikispace).
I also would like to share in a more regular basis with other teachers. I am using Skype to share what I do in my classes and to se what other teachers are doing in their classes. I am also using it as a tool for my students to see and interact with other students. This week I will have several Skype sessions with the “Eastern High School Band”. They will be playing for my fifth graders and then they will be answering questions from my students.
I feel comfortable with creating, as it is the main activity in my music classes. Different nouns can be use for creating of music (such as Finale, Aviary, Garage Band) or for creating audio and video (such as Animoto, Photo Peach, Voicethread).
For my class situation partnering should be gradual. My students are not use to have the freedom to choose and create, as it is not the teaching approach in their homerooms where they spend the majority of the time.
My first fear is to loss control of my class. I think partnering is a great but complex skill that requires a lot of practice and self discipline. Principals usually are not friendly of looking at a “creative - chaotic organized lesson”. Another concern is the inability that I may have to reach some of my special students that had no interest in anything whatsoever. I want to be able to reach them by giving them different nouns to explore and capture their attention.
Prompt #1: Teaching Digital Natives Chapters 1-3
The model of instruction is very different from traditional pedagogy (the traditional model of teachers speak and students listen). In Marc Prensky’s partnering pedagogy students are learners and teachers are guides. The teachers give students questions to be answered; the students are to search, make hypotheses, and find answers.
Partnering is different from a traditional learning approach because:
1.It creates an environment that integrates adult and children’s learning;
2.It is characterized by reciprocity and parity for teachers and students partners;
Prensky’s texts describes that partnering is giving students questions to research, explore, and find answers to, and then for the class to discuss and review. In the partnering pedagogy, technology’s role is to let each student personalize his or her learning process. This is very important process for students to learn in their own ways.
Students Roles in Partnering
Researcher
Technology User and Expert
Thinker and Sense Maker
World Changer
Self-Teacher
Teacher Roles in Partnering
Coach and Guide
Goal Setter and Questioner
Learning Designer
Context Provider
Rigor Provider and Quality Assurer
The side of partnering in which I feel less comfortable is the view in which we (teachers) must see our students as partners with different but equal skill sets than our own. Sometimes I have to remember to "let go" and let them show me and tell me. I suppose the best response from a teacher to a student who says, "I don't know what to do, is "I don't either".
In those cases, we will look up answers together and learn at the same time. Prensky really was on target when he mentioned that most students, no matter what their background, could do and thrive on basic partnering work. I can see this happening on a daily basis. When students are partnered up in the classroom, more learning/teaching will happen.
This analogy on verbs and nouns is brilliant. Verbs are the underlying learning whereas nouns are the tools students use to learn. Partnering to me means interacting and guiding students to learn individually and/or in groups.
Prompt #2: Web 2.0 Resources (NOUNS) Use in Technology Integrated Classroom Teaching Digital Natives Chapters 4-6.
This is a list of the technologies that will help students understand the different music topics that I cover in my class and that will also help me as a teacher to create materials for my classes.
Voice Thread
Finale
SmartNotebook
Podcast
Discovery Box
Time toast
Garage Band
Photo Peach
*Technologies that will fit better for partnering:
SmartNotebook: Interactive activities. Compositional activities.
Discovery Box: Student creation of different discovery boxes in different subjects.
Garage Band: Creation of sound tracks, compositions.
Photo Peach: Creation of slide shows with pictures and music.
Time toast: Creation of timelines.
Finale: Creation of music compositions.
Promtp #3 Developing the Digital Native Friendly Classroom
I feel comfortable with “sharing”. It enlightens and enriches students to see the different ideas and creations. A positive feedback from teachers or peers to a “non involved student’s creation” is a moment that changes a student’s life forever and opens a door for more class involvement. This school year I will work on my student’s to create a music video (including their own music composition) as a “sharing” activity (posting the videos on youtube or a blog/wikispace).
I also would like to share in a more regular basis with other teachers. I am using Skype to share what I do in my classes and to se what other teachers are doing in their classes. I am also using it as a tool for my students to see and interact with other students. This week I will have several Skype sessions with the “Eastern High School Band”. They will be playing for my fifth graders and then they will be answering questions from my students.
I feel comfortable with creating, as it is the main activity in my music classes. Different nouns can be use for creating of music (such as Finale, Aviary, Garage Band) or for creating audio and video (such as Animoto, Photo Peach, Voicethread).
For my class situation partnering should be gradual. My students are not use to have the freedom to choose and create, as it is not the teaching approach in their homerooms where they spend the majority of the time.
My first fear is to loss control of my class. I think partnering is a great but complex skill that requires a lot of practice and self discipline. Principals usually are not friendly of looking at a “creative - chaotic organized lesson”. Another concern is the inability that I may have to reach some of my special students that had no interest in anything whatsoever. I want to be able to reach them by giving them different nouns to explore and capture their attention.