Enhancing Teaching Methods with Technology MiRia Mukasa-Cambie Managing the Instructional Environment: EDU 625 Professor Nancy Forbes June 15 th, 2009

Understanding Middle School Students Research demonstrates that “the nature of motivational change on entry to middle school depends on characteristics of the learning environment in which students find themselves” (Midgley, 1993). Middle school is a difficult time for a student. They are adolescents between the ages of 9 and 14. Many teens are unmotivated, bored, and pessimistic about their future. Having a structured learning environment would benefit any youth in school. It is better to start off with a warm-up activity that may promote the motivation and enthusiasm needed to learn. Additionally helping curb their dispositions necessary to be independent and socially competent learners.

The Warm-Up Activity Overview: This warm up activity directly relates to the instructional subject of enhancing teaching methods with technology. It is designed to help students find out fun facts about their classmates and learn about each other. The activity is designed for a small group of students. Activity Time: About minutes. What You Will Need: Index Cards Pencils for all students A World Map 1.) Guess Who Warm-UP Game

“Guess Who” Warm-Up Game What To Do? Pass out index cards and pencils. Ask the students to write down 3 uplifting “facts” about themselves that involve locations on the map in the room. For example; born in South America because parents were missionaries; has been to Disney in Florida or France; my mother was born in Uganda; has traveled to the grand canyon; likes to travel to dad’s place in California and so on and so forth. Place finished index cards in a box. Place chairs in a circle. All students now facing each other and seated on the chairs in the circle.

Pass a box filled with note cards around the circle making sure each person picks out a note card. Have them pick out one card out of the box. Read the note card and try guess who this person is. Encourage them to walk around the room introducing themselves to others and asking the questions on their individual note cards. Hulse-Killacky, Killacky, and Donigian (2001) agree involving yourself in a warm-up group activity gives each student the chance to “acknowledge the many potential resources that each member brings and observe that we can maximize our chances for success by learning who we are as individuals an what resources we bring that can help us complete the task and assist others in the group”

Enhancing Teaching Methods with Technology Teacher uses colorful push pins to illustrate locations on the map that have been discussed. Using the gathered information students can use the map in the room to see location similarities and how they are connected to their classmates. Using the computers in the classroom, students are encouraged to research a destination they will someday hope to visit and why.

Students are then encouraged to hand write a one page paper on their research findings. Students may also create charts or graphs based on most popular places visited. The purpose of this lesson is to help students understand where they are, who they are, where they come from and where they want to go. (Rendulic, 2008)

The Closure Activity Waxler (2008) states that a well planned closure activity can be any short and simple activity that reinforces the lesson's objective(s). Hulse-Killacky, Kraus, & Donigian (2001) concur that “for students, the closure technique helps them review and reinforce the discussions that have occurred in the small groups and at the end of a session” (p.99).

The Closure Activity Overview: This closure activity is designed to help students understand what they have learned from their peers. In addition it serves to increase their social and communication skills. Activity Time: About minutes. What You Will Need: Quiz on Facts and gathered knowledge on peers in class Pencils for all students A World Map

Students will take a short quiz, testing them on Who, What and Where questions relating to their peers. The instructor should participate by encouraging the continuation of discussion as well as managing the time left. Students may refer to the map on the wall for visual cues to remind them of the answers

Have students share and discuss answers openly in a discussion style exercise. Students should bond and increase their mentoring and team working, communication and social skills. The instructor should ask the students to offer positive feedback and ask questions about the learning experience.

References Clarke, J,. (2001, August). Welcome to the first day of school. Instructor (1999), 111(1), Retrieved June 6, 2009, from Research Library database. (Document ID: ). Hulse-Killacky, D., Killacky, J. & Donigian, J. (2001). Making Task Groups Work In Your World (1st ed.). Upper Saddle River, NJ: Pearson Krech, B., (2000, September). Icebreaker math: Fun classroom surveys. Instructor (1999), 110(2), 72. Retrieved June 6, 2009, from Research Library database. (Document ID: ). Midgley, C. (1993). Motivation and middle level schools. In P. R. Pintrich & M. L. Maehr (Eds.), ADVANCES IN MOTIVATION AND ACHIEVEMENT, VOL. 8: MOTIVATION IN THE ADOLESCENT YEARS (pp ). Greenwich, CT: JAI Press. Name Games, Icebreakers and Closure. Retrieved on June 8, 2009 from Rendulic, M., (2008). Enhancing Education Through Technology: DDOE Draft Unit Planning Template Retrieved on June 9, 2009 from Waxler, A. (2008, July 28). Improving Comprehension With Closure Activities. Retrieved June 8, 2009, from Activities&id=