Mindtools

While reading this particular article, my thoughts focused on the idea that for me, this seemed like a terrific way to learn. These types of programs allow students to take the next step while learning. The students can build upon the foundation of knowledge gained through conventional instruction by applying what has been learned. I began to wonder how well Colonial School District utilizes mindtools. I started by taking inventory of the programs we use in our classrooms. I made a list of the applications I felt were classified as mindtools. The Microsoft Office package contains Excel, Access and PowerPoint. Web browsers for searching the internet can be considered mindtools as well. In the elementary buildings, I added to my list Inspiration, Kidspiration, and Hyperstudio and at the secondary level, I found Interactive Physics and the West Point Bridge Designer.

I was particularly interested in the West Point Bridge Designer. A free computer aided design program developed by the United States Military Academy, this program requires students to design a bridge to a certain specification while strongly considering the project cost. As I watched the students use the program, I noticed several things. The students, both male and female, were all involved in the project. The students had to apply what they knew about engineering in a hands-on environment. It was obvious that they had very little knowledge when starting. The majority of the learning was going to take place as the students tried different things within the program. In addition to the engineering aspect, students also had to keep track of the bridge cost. This added a real world aspect to the project by requiring them to build an affordable structure.

This program serves as a perfect example of the use of mindtools. To succeed, students need to look back and reflect on what they have been taught and use that information to construct additional knowledge during the project (Averill, 2005). In addition, the level of collaboration in the classroom was exciting. Everyone was actively involved in the project, not just a few students working while everyone else was watching. Perhaps the most awakening aspect was being able to watch the groups learn. When one idea didn’t work, they modified their thinking and tried something else. You could see them making progress bit by bit. The reactions from the students were also remarkable. When they overcame a hurdle, they cheered and quickly attacked the next one. After class, I was able to see some of the designs that were completed by students last year. The differences from the beginning stages I witnessed to the end result from last year were amazing. I can’t wait to revisit this classroom later in the year and see how much progress has been made.

References

Averill, D. (2005). Using mindtools in education. THE Journal. Retrieved October 28, 2006 from http://thejournal.com/articles/17216_1.