Class Assignment for IDT 7064

1. Active Learning
Scedella McAtee
IDT 7064
Fall 2014

2. Student Assignments
Web-based Research
 PowerPoint creation and demonstration
 Group Discussions

3. Web-based Research –
Inquiry/Discovery Learning which
requires students to research ideas and
develop their knowledge and based
on information they discover. Pg. 30

4. Web-based Research
Student Project
The web based research projects will include
students having to use the internet to access
educational sites to explore a teacher chosen topic.
A topic I have used in the past for student based
research is review and discussion of the First
Amendment. The students are required to locate the
First Amendment, review it and provide a summary of
what the First Amendment means to them. The
paper should be completed from two points of views:
as a US citizen and a non-US citizen. Citations and
references are required. Students are required to
submit the paper on a teacher approved web-based
tool.

5. PowerPoint creation and
demonstration
 Project based learning – organizing learning
around projects- which involve students’
critical thinking pg. 31

6. PowerPoint creation and
demonstration
Student Project
 When completing a power point student project. Students
are required to utilize MS Power Point program. Students’
projects usually require text, pictures, graphics and sounds.
One of my recent student projects required students to
create a “capturing” digital presentation via MS Power
point. The student problem listed that the students were
working at the U of M Sports Management team and was
required to create a 5-7 minute presentation to the school
Booster Club that would encourage them to continue to
donate toward the sports department. The requirements
included a minimal amount of slides, images/visual effects
and audio. Students were required to present their
completed digital presentation to the class.

7. Group
Discussions
 Collaborative Learning requires
cooperative learning among 2 or
more peers which ultimately
“extends learning beyond the
immediate collaboration by
adding to the collective
knowledge of the classroom” pg.
29

8. Group Discussions
Student Product
 Group discussions is a great way to have students
collaborate and work together as a team. Group
discussions allow for students to reflect and build
upon ideas with each other. Students are allow to
present their ideas while listening to and adding
on to others’ ideas. A productive group discussion
includes a group that can evaluate both pros and
cons of ideas. Everyone will not always agree, but
should be able to express their opinions openly
and with integrity. Group discussions are
important to team building and character
building.

9. Two Teaching and Learning Strategies that I identified with most:
Strategy 1: Generative Learning
Generative learning is defined by Mills as: “process of
generating ideas by reorganizing facts and information into
more flexible knowledge structures that reveal relationships
among ides or by identifying gaps in knowledge or conflicts
between ideas.” Pg. 31
When reviewing this material, I identified with this teaching
strategy because I include assignments that require group
discussion. During group discussion ideas are generated,
discussed, evaluated and students are allowed to identify
gaps or conflicts during their analysis.

10. Two Teaching and Learning Strategies that I identified with most:
Strategy 2: Coaching and Mentoring
 Coaching and Mentoring is defined by Mills as: Coaching is
a partnership among colleagues where they observe one
another in practice of their profession and conduct
discussions before and after the observation. Mentoring is
when an expert/professional is identified to assist with
developing/coaching another to improve/enhance his/her
skills. Pg. 32
Coaching and Mentoring is an important part of being an
instructor. As educators we learn everyday from our
colleagues, other educators and experienced professionals in
our areas of focus. I think we all should coach each other,
build collaborative groups and provide each other aids and
resources.

11. Reflecting on the two
strategies Pt. 1
 The Coaching and Mentoring teaching strategy may affect
teaching and learning for me as I will increase my knowledge base
and skills by incorporating what I gain from my coach/mentor to
my teaching skills.
 I will adapt the coaching and teaching strategy in the classroom.
Students can use this as a learning mechanism. Students should be
encouraged to partner up and/or work in groups in order to assist
each other in different areas. Where some students are stronger in
certain subjects – there counterparts are stronger in others. Those
students should tap into that and work together. In the beginning I
may have to pair them up – but it will be up to them to continue on
and maintain the coach/mentor relationship. Of course they
can/should update me periodically and will be required to do so.
 Technology and the internet will play a role in this strategy as
students will have to learn to work together on projects that inclue
the use f technology and the internet. Which leads to part 2 of this
reflection

12. Reflecting on the two
strategies Pt. 2
 The generative learning technique will help me promote group
discussions and activities in the learning process for the students.
Students will collaborate to build like ideas and/or suggest different
ideas during these activities.
 I can combine generative learning with coaching and mentoring
as normally being coached or mentored involves at least 2 people.
Groups can also be smaller than an entire class. Sometimes,
smaller groups an produce better learning outcomes due to less
clashing of ideas.
 I hinted at this earlier in the presentation and will reiterate here that
group learning with technology and the use of the internet is
becoming traditional classroom teaching strategy. My learning
institution is equipped with personal computers for each student
and the use of technology is an everyday classroom experience.
These two teaching strategies will allow me to continue to advance
the learning process through generative learning as well as
coaching/mentoring.

13. Going Forward!!!
 As an educator I plan to continue to grow in my field. I will
complete in-service training as well as continue to strive to have
the most effective teaching and learning strategies implemented in
the classroom. Each learner is unique in their own way and we can
reach each of them by ensuring we are efficient with our teaching
tool.
 I personally, would like a mentor to aid me with my journey in
education. I feel as though I have only “scratched the surface”
and I am ready to build on to my skills and knowledge.
 With the advances in technology and the ever evolving internet
educational tools, teaching will continued to be impacted. How
we allow these advances effect our classroom is key. We must
ensure that we abide by safety use policies while engaging in
classroom activities and instruction that include the use of the
internet. While at the same time, we must ensure we are
incorporating internet tools in our curriculum as technology is no
longer just an “option” – it’s a way of life for the current and future
generations.

14.  References:
 Mills, S.C. (2006). Using the Internet for active teaching and learning.
Upper Saddle River, NJ: Pearson Merrill Prentice Hall. ISBN 10:
0131105469