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Constructivist vs. ARCS

Two Instructional Design Models are the constructivist theory and the ARCS theory. The constructivist theory is a student motivated approach to learning. Although the teacher guides them with the topics and goals, students are responsible for gaining the knowledge that ultimately means something powerful to them. Students reflect on their learning process, incorporate prior knowledge and decide what they will learn and how they will learn. I worked at an Expeditionary Learning school for three years which worked similarly. Students were required to design their own objectives for each class. As it was an outdoor education school, most classes involved a week long trip. Students had to incorporate all the standards required for that credit into the class they took. For example, for one quarter of English credit, students took a photojournalism class. They planned and prepared for the trip, wrote out all their journal prompts for the trip, collaborated on how the final published “newspaper” would look, and figured out how they would accomplish that goal. Each day in Bryce Canyon, students would complete all their writing assignments, edit and proofread others, and input all information into the laptop. One week after our return, students passed out their newspapers at the Community Gathering, and the assessment committee assessed their presentation, made sure the standards were met, and decided what grades were earned.
The ARCS method is more teacher-oriented. It is the responsibility of the teacher to grab the students’ attention, to show the relevance, and to instill confidence in order to receive satisfaction. This focuses mainly on motivating the students to learn. The goal here is to stimulate students so they walk in the room every day wanting to learn, yearning for information, ready to participate fully in the daily discussion. It is an affective approach to learning. This seems to be a more plausible theory for the typical public school, with 55 minute classes.
Although these theories differ, they are similar in that their goal is student success. They both value how students learn and what motivates them. Similarly, they both encourage students to take a more active role in their education.
Beginning Phase of ARCS Lesson
Julius Caesar Introduction
General characteristics of audience—15 year old regular education Sophomore students.
Prior knowledge – the themes from the story involve superstitions, loyalty, friendship, power, greed, and jealousy. They are also familiar with dramatic literary elements.
Demographics: most students come from middle to lower middle class households, many single parent households, many bilingual students.
Motivations: Motivating students to read Shakespeare is a challenge, especially since most read Romeo and Juliet their Freshmen year. Relevance is moot…that is until I preface it with: this is a story about gullibility, backstabbing, believing rumors and jealousy…kind of like high school.
Societal factors: General lack of importance placed on education and reading.
ARCS: Attention: agree/disagree statements
Have students decide whether or not they agree or disagree with specific statements geared toward the themes of the novel.
Example: 1) Power corrupts and absolute power corrupts absolutely.
2) Ask not what your country can do for you but what you can do for your country.
Response is either in philosophical chairs or journal entries.
Relevance: Some of the relevance is the fact that it is a required reading for sophomore English students. But when we discuss the themes involved in the book, many students see that many ideas are still issues today.
Confidence: We read sections of the play at a time answering study guides as we go. We read out loud and study the difference between “British” English and “American” English.
Satisfaction: Many students feel great satisfaction having completed they play and most enjoy it. Activities included in this unit tend to increase the satisfaction as well.

Robinson - Agree or Disagree?

“It would seem to me that there should be no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish.” This is a quote from Will Robinson’s “The Obama Speech”. I have to admit that I am probably one of the most liberal teachers at my high school. I didn’t realize how truly conservative this area was until I moved here. Coming from Montana, Alaska and Colorado, I’m sure you are wondering why. Maybe it was just the places I lived…I’m not exactly sure. However, when I read this article, I was immediately drawn to his words. It was on September 8, 2009 that I received an email from my principal with these words from our policy book regarding the speech:
Humboldt Unified School District has the policy of avoiding the injection of anything that might be construed as political into the continuum of our Standards-based curriculum. We want to avoid at all costs the appearance of outside forces politicizing our classrooms. Therefore, Humboldt will not promote the airing of the broadcast as a building-wide activity. No doubt, Mr. Obama’s address will be broadcast many times in our national and local media. Anyone wishing to listen to it may do so on his/her own time.
My issue is this: the leader of our country is speaking to America. In 2001, when the Twin Towers were attacked, wasn’t that a “political” issue? I didn’t receive an email from my principal telling me that I couldn’t watch that on television. If my brother and sister would’ve had televisions in the classroom, would they have been prevented from viewing the JFK assassination or the landing on the moon? Weren’t those all “political” in their own right? Who’s to say what is right and wrong in what we view? I believe that many of my students would not go home and watch that speech with an adult, but if they would have been given the opportunity to watch it in my class, would I have given them the opportunity to ask questions?... to debate… to put in their two cents? That’s my job. It bothers me that schools in this district will prevent my daughter for experiencing these things as well.
Another point I’d like to make is: I have students from all walks of life, including foreign exchange students. What message are we sending to these students that we can’t listen to the leader of our country? I am truly appalled at this situation. If the president would have been Bush, would we have been able to watch it because we live in a McCain state? I believe the answer would be yes…and how sad is that for an entity trying to include diversity, tolerance and acceptance.
Okay, I’ve already said enough, but I’d like to comment on the blog, “If Every Student Had a Computer.” Wow, wouldn’t that change my life? Would I change the way I teach? Would I change the material? Would I change the timing of things? Yes. Would I change my approach? Probably not. This would eliminate the “my printer is broken” and replace it with “I didn’t do it”. It would place complete responsibility on the student. Would it make them more successful? That is where I’m concerned. Does being on the computer all the time make you more successful? I am a lover of the book, of the pen and paper, of the original process of writing. I don’t believe writing at a computer fills the gap. There’s something to be said about sitting under a tree with a notebook and pen and writing. Surroundings encourage, comfort motivates and freedom releases inner thoughts. Can the computer replace the way we learn? I don’t think so. Can it enhance it…mature it…can it make us look at it differently? Absolutely.

Philosophy of Teaching - Annie O style

After reading my philosophy of teaching from 1985, I realize I haven’t strayed much from my beliefs, but have honed this philosophy to meet my needs and the needs of my students. Education is the foundation of our future. It is the backbone for successful living. Education provides students with experiences, literature and knowledge that cannot be obtain in any other structural setting. Education provides the basis for social, civic and professional skills, as well as informs students of the many possibilities and opportunities within the community…and beyond.

The core of education lies not in administration or in school boards or in the building itself; it resides in the classroom equipped with a competent, innovative teacher and the minds of the students. It is in the classroom where learning takes place, where questions are asked, where successes and failures happen, where critical thinking, analyzing and cooperative learning are encouraged.

Quality educators are necessary when considering that the students are our future. It is vital for educators to facilitate active learning and move away from the traditional passive and lectured approach. The more students are involved in their learning process, the more information they will receive and retain. Through active learning, students learn to look beyond the literal meaning and dive into deeper meaning through inference and awareness. They are able to make interpretations and develop, as well as express, opinions. They are provided with an opportunity to relate meanings, obtain understanding and present knowledge, both prior and new, in an open and accepting environment.

The role of the educator is also an important aspect when considering what is necessary in education. Educators should serve as positive role modes, as many are lacking that outside the school. Through content, technique, experience and understanding, modeling is an effective and positive approach to motivating students. Teachers need to realize that we are not the “all-knowing” – we are students as well. The ability to draw from the knowledge and suggestions of students, and make learning relevant to them, is a talent more teachers should possess.

It is also imperative (and many have argued against my belief) that a teacher creates positive bonds with the students. These bonds encourage students to trust, to believe in themselves, to strive for better. The best compliment I ever received from a student was… “You know, Ms. O’Connor, I can’t say that I learned the most in your English class, but I have learned more about life and the real world from you than anybody I have ever met.” So, I may not be a great English teacher, but I am a wonderful teacher…because of the bonds, the humor (I know…never add new information at the end…I couldn’t figure out where to put it without going off on the comedy tangent) and my absolute love of the job. And speaking of that, why are there so many educators out there who don’t like what they do…or kids for that matter? Just another paper ready to be written…..

First Timer

Hey all!
It is so exciting doing this for the first time!!! Only 90 more days until December 11!