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Voicethread

This version was saved 13 years, 6 months ago View current version     Page history
Saved by Bethany Smith
on September 29, 2010 at 9:18:28 am
 

What is a Voicethread?

 

Voicethread is an asynchronous discussion tool that easily allows for users to record audio and add text to images collaboratively. 

 

 

 

Resources

Bill Ferriter (Wake County Teacher at Salem Middle School) in Edutopia Magazine

http://voicethread4education.wikispaces.com/

http://digitallyspeaking.pbworks.com

 

Example Voicethreads:

 

 

How do I create a Voicethread?

 

 

 

Commenting

  • Great comment sentence starters from: http://digitallyspeaking.pbwiki.com/Voicethread
    • This reminds me of…
    • This is similar to…
    • I wonder…
    • I realized…
    • I noticed…
    • You can relate this to…
    • I’d like to know…
    • I’m surprised that…
    • If I were , I would
    • If then _
    • Although it seems…
    • I’m not sure that…

 

Using Copyright Free Images

 

 

Theorist Activity

 

THEORIST

TYPE OF THEORY/APPLICATION

FACTS ABOUT THE THEORY

 

 

 

MASLOW


SOCIAL, EMOTIONAL

Testing limits, taking risks, but still need the security of rules and routine. Socialization and peers are priorities, but ultimately EAs will value what their parents or significant others value.

Concrete physical and personal needs that must be met (water, food, shelter, safety, love and acceptance, belonging) before we reach self actualization (doing what you know you were meant to do for the good of humanity).

DEWEY


COGNITIVE

One experience leads to another and the merging of experiences determine life’s pathway.  Knowing a child’s frame of reference allows learning to be customized and highly motivational.

We must fit the learning to the child’s life experiences, not the child to what’s to be learned.  If we do this then the child will become engaged and motivated to seek knowledge and understanding. Reference the child.

PIAGET


COGNITIVE

The mind’s information store house is the schema.  Sorting and expanding what you know builds pathways to understanding.  Disequilibrium is the time of greatest learning. 

Notes stages of development that shows how learning occurs from infancy to childhood and then on through adolescence.

BLOOM


COGNITIVE

Understanding that facts aren’t the only thing that’s important, we must help students apply them to more complex issues and problems.

Lays out stages of learning, from basic facts to understanding of how those facts are used, applied, analyzed, synthesized and evaluated.

GARDNER

 


COGNITIVE

Everyone has all of the intelligences, but mostly use those in which we excel.  Often, we take risks and try other intelligences to broaden ourselves, and find through this exploration that we can develop other interests and skills.  Adults need to provide a safety net when kids branch out to try other MIs and encourage and support them in the exploration process.

Believes that everyone has at least 8 different multiple intelligences (MI) that show up in distinctive learning styles.  The MIs we find to be strong, we use more.  It helps students if teachers teach lessons aimed at more than one learning style since we all have different strengths. Intelligences include interpersonal, intrapersonal, verbal-linguistic, logical-mathematical, naturalist, visual-spatial, musical- rhythmic, body-kinesthetic with others still being discovered. 

ERIKSON


SOCIAL EMOTIONAL

This is a full life theory that takes us from birth to death.  Because each stage provides challenges, we, parents, walk a fine line between encouraging and supporting, and going overboard by taking too much of a part in assuring a child’s success.  Children learn from mistakes, and when they are made, parents need to help their child understand, learn from the lessons and move on.   There’s hope in Erikson because we can always go back and redo a stage that we left lacking.  The traits we build in each stage combine to form our personality.  Kids and parents need to understand that we can fine-tune, or do major reconstruction, whatever is needed to more positively construct our personality.

Just as the bud of a flower unfolds to reveal its inner most beauty, so humans grow, layering one experience on another to form the traits of our personality.  Each stage we pass through has a challenge and its resolution determines what character trait we take away.  Some have likened the process to gathering trait tools for your personality tool box.  Not all traits are completely positive or negative, i.e., trust versus mistrust. Some might point out that a little skepticism is a good thing.  If any tool is too much on the negative side, you can go back, have an experience that is more positive and allow yourself a “do-over.”  Erikson’s Theory of Epigenesis explains social/emotional development from birth to old age.

CHARITY JAMES


SOCIAL EMOTIONAL

James found American education lacking in understanding of children and failing to connect with students. The six polarities can be instructive for everyone, but are especially important for understanding youth.  Balance is what we seek to achieve, though we are often on one side of the scale or the other.  Helping children to see how to pick and choose opportunities and experiences that give them some of each end of the polarity will ensure balance and appreciation for different choices and behaviors.

This theory deals with the six different continua on which we find ourselves developing.  There are polarities on each continuum and we are striving for balance.  The six polarities are: the need to needed and the need to be need, and the need for stillness and the need for activity, the need for fact, and the need for myth and legend, the need to move inward, and the need to affect the outer world, the need for intensity, and the need for routine, and the need for separateness, and the need for belonging.

VYGOTSKY


COGNITIVE SOCIAL

Providing support to scaffold children through lessons and experiences is the job of parent mentors who pass on the values of society.  Learning is not listening to fact.  Lessons are only learned if they are internalized (intramental) and made one’s own.

The Theory of Cognitive Socialization seeks to explain how we learn in collaboration with others.  Language allows us to share information, and through thoughtful consideration of what others have told or taught us we can make it our own.

KOHLBERG


MORAL

Helping children understand problems and make wise choices usually means considering “what-ifs” that are at least one level higher on the K scale. 

This theory of moral development is based on the degree to which responses to a problem demonstrate a law and order inclination.  Authoritarian.  Normed on males.

GILLIGAN


MORAL

This is the theory that helps to explain why girls form tight friendships with their peers and struggle, often emotionally devastated  when those relationships end.

Another theory of moral development, however, this one is more concerned with relationship development and maintenance.   Authoritative. Normed on females.

GARBARINO


SOCIAL

The number and kinds of relationships we have with significant others determine the strength of our support system.  Parents must know and understand the influences all of the “worlds” have on their children and be vigilant as they try to help their child move among these worlds.  Children are helpless to affect the outer “worlds” and parents must be their advocates.

Ecology of adolescent development that sees our “worlds” as influences on the views and values we develop.

*See essay that explains Garbarino’s Theory of Adolescent Development. 

 

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