I feel that after last week I have truly been able to appreciate the technology component to this course. This is because it has been so useful to give and receive feedback on our lessons and it seems like the technology is finally serving as a help and not as a hindrance. As the course has moved along and my comfort level with blogs/skype/mybankstreet etc has increased, I have gotten more and more out of the course. I actually think that once one is comfortable with these various mediums of communication you almost can get more out of a course than in the traditional format because you actually get the chance to view each other's work. This level of collaboration is something that is missing from many of the bank street courses I have taken and something that I now realize is a very valuable part of any classroom...especially in social studies. I will try to incorporate this knowledge into the lessons that I plan for my students.
So far, I feel like my partner and I have been able to use the feedback we have gotten on our lessons well, and I look forward to going over our lessons again to tweak and fine tune them.
Monday, June 22, 2009
Thursday, June 18, 2009
Philosophic Speech: Main Points
My own perspective is that all students deserve a learning environment which, while holding them equally accountable for learning the material, respects the different ways in which their inevitably varying perspectives will contribute to and enrich the learning experience of fellow classmates. As Dewey points out, “the child can carry over what he learns in the home and utilize it in the school; and the things learned in the school he applies at home” (Dewey, 1990, p. 80).
Children who have different learning styles, including students with special needs, can bring much added value to a classroom by providing their peers with a varying perspective on material that they are learning. Including children from different backgrounds and with different learning styles in mainstream classrooms will serve to make the first step towards helping us as teachers to “bridge the gap between school and society and play some part in the fashioning of those great common purposes which should bind the two together” (Counts, 1959, p. 28). In the adult world we encounter many different types of people and the classroom should emulate that real life scenario as closely as possible.
In Erikson’s Eight Stages of Man, he outlines the consequences of lording rules over children without giving them any insight into the meaning behind them. He addresses parents in his writing, cautioning them that they, “must not only have certain was of guiding by prohibition and permission; they must also be able to represent to the child, an almost somatic conviction that there is a meaning to what they are doing” (Erikson p. 222). These words are meaningful for teachers as well because seemingly meaningless rules imposed on children in a classroom could also bring about the same type of frustration that can lead, as Erikson mentions, to neurotic behavior.
As discussed by Kessler who addresses the politics of play, when the teacher in a classroom made “a conscious decision…not to impose their views on the children’s self-expression and knowledge construction, the children themselves were quite active in their attempts to influence each other and take control of particular situations”(Kessler p. 66). A striking result of this tactic was a boy who instructed a classmate to pick up an item that had fallen off the table as if he “were filling a kind of void left by the teachers’ purposeful relinquishing of authority” (Kessler p. 67). Evidently, children are able to imitate and internalize certain community regulating modes of behavior when left to their own devices.
As stated by Vygotsky who discusses the zone of proximal development “Studies are proving new insights into the ways in which adults gradually shift the responsibility for solving a problem from themselves to the child, how adults monitor the child’s interest and enthusiasm, and other details of the teaching process” (Crain 215). Therefore, providing useful tools and a productive environment are ways that teachers can urge children to learn. Adults do not hand down learning to children, but instead they learn through their own interactions with the environment around them. As discussed by Piaget, “development is an active construction process, in which children, through their own activities, build increasingly differentiated and comprehensive cognitive structures” (Crain p.103). The cognitive and emotional leaps made by children with special needs as they navigate the social and academic rules of a classroom can be supported through his or her teacher’s careful construction of a community.
References
Counts, G. 1932/1959. Dare the School Build a New Social Order?
Crain, W. (1992). Ch. 6 Piaget’s cognitive-development theory, In Theories of Development. Englewood Cliffs, NJ: Prentice hall, pp.100-233
Crain, W. (1992). Ch. 10 Vygotsky’s social-historical theory of cognitive development, In Theories of Development. Englewood Cliffs, NJ: Prentice hall, pp.193-221
Dewey, J. 1900, 1915, 1990. The School and Society/The Child and the Curriculum.
Erikson, E. (1963). Childhood and Society. (2nd ed.).
Monday, June 15, 2009
Lesson #1
Lesson #1
Adapted from Understanding by Design (Wiggins & McTighe, 1998)
Before you begin, download: “Support for June 2009 EDUC 513 Templates” for additional help and suggestions for completing each section of this template.
Work with this on your computer, as the boxes will increase as you add information.
At the end of the June, resubmit your unit plan along with three lessons
I. Lesson #1 must initiate the unit and include a geography activity. The guiding curricular principle is that you always start with where the student is physically and temporally, and then move to another place or time.
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III. Lesson #3 (culminating lesson) will bring everything together and provide ways for students to publish on the web their new knowledge and global understandings, developed skills, and positive dispositions in ways that involve multiple intelligences.
Curriculum Designer(s):Pam Karches and Meg Edwards
If there is more than one person completing this template, you must initial and date the work you do in each section.
Date: June 13, 2009
I. BASIC INFORMATION
Lesson Topic: China (Fly to China and intro to geography)
1. National, State, and/or Regional standards this lesson will address:
This unit is designed to meet the NCSS and NYC standards in the categories of Culture, People, Place and Environments, and Global Connections. It meets the New York State standards in the areas of world history and geography.
2. Student Demographic Information: (cut and paste from your unit template)
This unit will be at an independent, K-12 girls school located on the Upper East Side of Manhattan. There are approximately 650 girls in the entire school. Last year, 26 percent of the student body consisted of students of color and 17 percent of the girls receive tuition assistance. The school is academically rigorous, with the majority of graduates attending selective colleges. The school’s liberal arts curriculum aims to teach to the many learning styles and interests of its students, and is currently focusing on creating more differentiated classrooms. Despite its mission to educate a variety of learners, it is not a school for students who have significant special needs or for students who would be placed in a special education program at a public school.
This unit will be taught in a third grade classroom of 17 students who range in age from 8-9 years of age. In this third grade class, the majority of the students are white, but there are a number of students of color, representing various ethnicities. While the majority of students in this class are from upper class families who live in the neighborhood, there are also students from middle and lower class families who live outside of the neighborhood. Several of the students in the class speak two languages and have parents who were born outside of the United States.
3. Community/Cultural Connection: How is this lesson connected to the lives, community, and culture of my students?
The students studied their immediate community and the larger New York City community in second grade. In the beginning of their third grade year, the students revisit the idea of community. They look at the nine different aspects of daily life in New York City: geography and landmarks, language, food, shelter, clothing, education, transportation, entertainment and celebrations, and currency. They talk about what it means to be a community and what constitutes culture. By first studying their own communities and cultures, they have a strong basis for comparison and identification.
There is a large Chinese presence in New York City and there are a number of Chinese families at the school. In our class there are three girls who are Chinese American. One of our students was adopted from China and lives with non-Asian parents. She is encouraged by her parents to learn about her culture, is learning Mandarin, and loves to share books, articles and other artifacts from China with the class. While we can't study all of our students' family cultures, we feel that it is important to touch upon certain cultures that may be different from the mainstream European culture.
When the students enter Middle School, they also have the option of taking Chinese for their foreign language class. Also, China is a rapidly developing nation that continues to play an increasingly important role in our global culture and economy. For these reasons, we feel that it is important for the students to learn about Chinese cultures in order to foster appreciation and understanding.
This lesson is also connected to the lives, community and culture of my students because they will learn how the origins of Chinese culture, that grew out of the type of land and surroundings in China, are connected to the culture that they have in their own classroom. Making the connection between their own classroom community and the Chinese community will help them to understand how cultures are developed and how people with common goals, interests and surroundings can come together to form a mutually beneficial way of life that is well suited to the surroundings those people find themselves in. They will also learn more about how people will different ideas can co-exist within a country, just as students with different ideas co-exist within a classroom.
4. Summary of Lesson: (Include two other subjects that will be integrated into this lesson (language arts is required), math, science, art, etc.):
During this lesson the girls will embark on a flight to China. We will set the classroom up like a plane and students will be assigned different roles (i.e. flight attendant, pilot, immigration, passenger, etc...). We will hand out passports and tickets. As we fly, we will watch a GoogleEarth image on the Smartboard mapping our flight's progress, discussing the direction in which we're flying. Pilots will also read some intro info on China aloud to passengers, and then passengers watch in flight movie (Welcome to China movie). After landing, we will talk about distance traveled and use measuring tool on Google Earth. We will also discuss and analyze map of China, talk about what they notice- size, landforms, bodies of water, neighboring countries, etc…. Students will discuss in partners and then as a class, how living in these different types of territories could influence the way that people live. We will then discuss, as a group, the different types of peoples that inhabit various regions of China and how their environments might have influenced the way that they live. We will connect this discussion to our own classroom by talking about how our environment at school has influenced the way we interact with eachother and the traditions and rules that we have set in place. Students will then work in small groups to create their own large map of China by cutting out a traced image of the country and adding on specific features, such as landforms and cities, using collage and drawing. Students will create a key on both sides of their maps to write in words about the different types of traditions and culture that developed out of several geographical regions of China. At the end, students will present their maps to the class and have a discussion about the cultural aspects of each region that they brainstormed with their group. We will also create a third grade travel blog that we will update daily with text, images, photos, and Pod casts.
5. Rationale / Key Question: Why is it important for my students to experience this lesson. What is important for them to learn? Why is this lesson developmentally appropriate?
Our eight and nine year old students are in what Piaget calls the Concrete Operational Stage (Cole, Cole & Lightfoot, 2005). This means that our students in a period of declining egocentrism, meaning that they can communicate effectively about more complex topics and ideas, and they also can begin to look outside themselves to think about the perspectives of others (Cole, et al., 2005). According to Kohlberg’s theory of moral development, our students are in the Conventional Stage of morality. They see themselves in relation to the group, are aware of shared feelings and expectations, and care for others (Kohlberg, 1976, as cited in Cole, et al., 2005). In his book on child development, Wood states that at the age of eight and nine, it is appropriate for students to begin looking beyond their community by learning about the world, racial and ethnic diversity, and other cultures (1997). Therefore, a unit focused on another culture, China, is developmentally appropriate.
It is important for our students to experience this lesson on geography because they worked on their neighborhood mapping skills in second grade and this builds upon their total understanding of mapping. It is important for students to have a concept of where continents are located in the world, how far they are away from each other, just like it was important for them to learn about the 5 boroughs that immediately surround them. It is also important for our students to make connections between the geography that they are learning about in China and the people and culture that grow out of the country. This study of geography will open up our discussion about culture and how different types of land or environments help to influence and create the culture and ways of being of the people that live within these boarders.
6. What specific student needs must be anticipated in this lesson (always anticipate issues of attention, memory, language, and giftedness). Describe, in outline form, three students: one of whom struggles with memory; one how struggles with consistent attention yet is gifted; and one who struggles with some aspects of language.
In this lesson, it will be important for us to keep in mind the following for our students with special needs:
Attention: Emily (pseudonym) has difficulty attending during mini-lessons on the rug. She has weak focal maintenance and self-monitoring (Levine, 1994). For example, on the rug during mini-lessons, she has difficulty sitting still and frequently disturbs others. This causes her to miss important information and directions.
For Emily, it will be useful for her to sit in a chair for the group part of the lesson, this will help her be mindful of keeping her body still and help her focus on the lesson. She also can have a piece of silly putty or an eraser in her hand to play with. We find that this often helps focus her by enabling her to expend some energy on the object that she is holding. During the flight, we plan plan on giving Emily an active role, maybe the pilot or announcer, so that she remains focused during the activity and will be less likely to tune out.
Memory: Chanel (pseudonym) has difficulty recalling factual information presented in mini-lessons. She has difficulty with active working memory, and when completing activities that require simultaneous use of retention and production, she often struggles to recall information. For example, she cannot remember information from the mini-lesson once she has returned to her table to complete written work.
Chanel will benefit from a printed out version of the powerpoint we will be discussing in class so that she can write down notes and have the information next to her as she is working on her own map. She might not need all this info for the class activity, but that reminder will serve her well in further lessons. The directions for how to create her own map will also be printed out for her at her table so that she does not have to rely on memory to aid her work process.
Language: Alexandra (pseudonym) appears to have difficulty with her expressive language, both oral and written. It is challenging for her to verbalize her thoughts and questions in a clear, organized fashion. When adding a comment to group discussions, her main idea is not always clear; I often have to ask questions or try to rephrase her message, so that her peers and I can understand her thought process. Alexandra also uses a great deal of filler words, such as ummm, wait, okay, and hold on, when trying to communicate an idea or question. She also raises her hand often, but then says, “I don’t know how to explain it…” She has difficulty finding the words to express what’s on her mind. She has similar problems with her written work. Written responses to questions are generally vague.
Alexandra often raises her hand and is enthusiastic about participating, but when she goes to speak, she has difficulty articulating her thoughts and can't find the right words. We have given her an index card or a small white board so that if she has a question about something, she can write it down in note form that will help her to verbalize the idea or question later. Before the lesson, we will also review land form vocabulary previously learned and will also preview the new vocabulary that will be used in the lesson.
7. Discipline: What social studies disciplines will be included in this lesson:
In this lesson, we will be learning about geography and the ways in which different geographical regions can influence culture and the way that people live and the traditions that they have.
II. DESIRED RESULTS (see W., & M. figure 11.4)
1. After this lesson is finished and my students have forgotten many of facts from this lesson, I want them to be able to articulate (on a developmentally appropriate level) the following powerful essential understandings/concepts (select from those mentioned in your unit plan, or go back and revise them).
-Differences: “The physical, social, and biological worlds (including human beings and their institutions) show extreme variation” (Taba, 1971).
We would like our students to begin understanding that our environment and location in this world effects the way in which we live and the role that we play in our global community.
2. As my students continue in this unit, I want them to ask the following types of broad and powerful (essential) questions that arise in and from this lesson.
- How does studying about people in different environments help us become global citizens?
- How does our environment shape us as human beings?
- How does the environment/geography of a place shape the culture and traditions of the people that live there.
3. Specific to this lesson, the content-specific knowledge and vocabulary I want my students to understand is:
- We would like our students to know where China is located in relation to the US and to other countries- i.e how long it takes to get there, what route we fly to get there, etc..
- We would like our students to gain an understanding of China's varying terrain and landforms
- We would like our students to make connections between geography/environment and culture.
- We would like students to know how to read a map, to be able to identify different map features, and use a compass rose
Vocabulary: compass rose, direction names, physical map, political map, units of measure, ocean, sea, mountain, mountain range, desert, capital, and continent.
Specific place names: Beijing, Shanghai, Hong Kong, Yellow River, Yangtzee River, Gobi Desert, Himalayas, Indian Ocean, Pacific Ocean, and Asia.
4. The targeted skills for my students to learn or further develop are: (select from those you identified in your unit plan, or you may go back, add more, or delete those you won’t be focusing on).
Cognitive:
- recall, define, and memorize
- explain
- generalize
- interpret
- demonstrate
- compare and contrast
Social:
- converse productively with each other
- respond courteously to idea, questions, and requests
- act responsibly in social situations
Physical:
- small motor: cutting
- graphomotor: writing and drawing
- oral motor: speak in class discussion and in group work
Academic:
- view and attend
- read and interpret maps
- verbal: ask relevant questions, make connections, discuss
Art:
- drawing
Technology:
-familiarity with power point and Google Earth
- blog
5. The targeted dispositions (attitudes and values) to develop are:
- The students will demonstrate an interest and curiosity in learning about places that are different than their own through active participation in activities and discussions.
- The students will engage in cooperative behaviors
- The students will demonstrate an enjoyment in creative activities by eagerly participating in art activities
III. ACCEPTABLE EVIDENCE (see also, W., &M. figure 11.5)
The following evidence will show that my students have formed the targeted powerful and essential understandings/concepts, vocabulary, skills, and dispositions. (Refer to Wiggins and McTighe’s Techniques to Check for Understanding, Figure 10.6):
1. The following Performance Task/Project(s):
-students will create their own maps that show how boundaries (both those surrounding a country and those within a country) can influence the cultural traditions that exist within different regions.
-students will discuss in partners, groups, and as a class, how boundaries and and community is created in their classroom to help them connect to the idea of community in China
2. By answering these questions at the beginning, middle, and end of the lesson (Refer to Wiggins and McTighe’s Oral Questioning Figure 10.6 for examples of concept-based questions): Select from those you identified in your Unit Plan, or you may go back, revise them, or add more.
How does environment relate to culture?
Give an example of how the environment affects culture and way of life.
What evidence from what we learned supports the fact that our environment affects our culture?
3. Other visible evidence (i.e., observations, work samples, conversations). Select from those you identified in your Unit Plan. You may go back, revise, or add more.
-students will observe both a global and regional map of China to help them identify landforms and brainstorm ideas of how culture is formed based on proximity to different types of geography, cities etc.
-students will create their own maps to demonstrate, not only just recreate the map we studied, but write down their own ideas of how culture could be influenced by geography
-students will have the opportunity to present their ideas to each other, group by group, and will be able to take/ask questions that will help them to solidify their understanding.
4. Student Self-Assessments (journals, blogs, wikis, verbal expressions, etc). Select from those you identified in your Unit Plan. You may go back, revise, or add more.
-students will create their own blog at the end of the lesson that will enable them to share their ideas about Chinese geography and cultural traditions with the global community.
5. Rubrics -supportive and encouraging. (See models and info. On Support for 2009 template.
relate geographical parts of china to importance...what is significance of boundaries to people...connections btw cultural traditions and geography....make meaningful by having them write and talk about it.
IV. LEARNING EXPERIENCES, INSTRUCTION, AND RESOURCES
Note: in this course, a lesson is defined as the length of time it takes to teach an idea. Most lessons are at least three days long: one day to introduce the lesson, provide necessary instruction, and begin work groups, the next day for students to move deeply into learning experiences, and a third day to finalize and present work.
1.Make a list of all this week’s learning experiences and instruction you have selected to develop essential understandings (concepts), knowledge, targeted skills, and positive dispositions Select from those you identified in your Unit Plan. You may go back and add more.
b) Ways for students to engage with the material in multiple modes, i.e. reading, explaining, questioning, watching, creating, researching, communication, etc.
1. Flight preview: As a class, we will look at a global map and discuss China's location and proximity to the U.S. We will discuss directionality and our flight route. We will also go over the different roles that students will play on the flight (pilot, flight attendant, immigration officer, etc...). We will alos talk about flight time and students will have to calculate the elapsed time of their flight. We will also introduce the idea of boarders during this initial discussion. What types of boarders separate China from the rest of the world? How can we relate these boarders to our own classroom? What types of boarders separate us from the rest of the school.
2. Flight: During our flight, we will have general announcements from the crew just as they do on a real plane about flight time, weather, and other interesting country facts. The students will then watch Google Earth as they fly, and we will map our route on the Smartboard. They will also watch a YouTube short movie, entitled Welcome to China, to get them excited about their trip.
3. Map of China: Once we land in China, we will show a map of China and have students make observations about landforms, geography, etc... After our discussion, students will watch a short PowerPoint on China's geography and observe the landforms represented on a large map of China. Then we will begin to discuss what types of boarders separate different regions of China from each other. Students will discuss and ask questions and brainstorm how different people might live on varying types of land. Similarly, they will also discuss in pairs and then together, how our classroom is divided at times and how we have arranged our community to accommodate these many differences that we face. In small groups of three or four, students will have to work collaboratively to fill in large maps of China using cut paper, yarn, and colored pencils. they will have to agree upon appropriate location of landforms and cities and how to arrange their key to represent the different types of peoples that inhabit each region. These maps will then be hung in the classroom, referenced, and added to throughout the unit.
4. Presentation: In groups, students will present their maps and answer questions.
5. Blog: As a class, we will create a travel blog to write about our journey through China and what we've learned.
2. List resources you found for current and future reference (include urls.)
Google Earth
Blog Spot
http://www.askasia.org/teachers/maps/map.php?no=17/
http://www.olemiss.edu/courses/pol324/chinamap.gif
Power Point
V. PROCEDURE
Select one of the learning experiences above and in the space below provide a detailed explanation of how students will complete this activity. How will you introduce it, how will the students interact with each other, with class material, and with you? What modifications and accommodations will you make for students with memory, attention, or language needs? Include how and when you will ask essential questions.
| Map of China: Once we land in China, we will show a map of China and have students make observations about landforms, geography, etc... After our discussion, students will watch a short PowerPoint on China's geography. Students will discuss and ask questions. In small groups of three or four, students will have to work collaboratively to fill in large maps of China using cut paper, yarn, and colored pencils. they will have to agree upon appropriate location of landforms and cities. These maps will then be hung in the classroom, referenced, and added to throughout the unit. 1. Students will observe a world map that we will pull up on our smart board. We will discuss geographical location and these are the questions that we will ask them and discuss: Where is China in relation to the US? How big is China compared to the United States? What other countries boarder China? What types of boarders to you see separating China from the rest of the world? How do you think these boarders help to create a community with in China? 2. After putting a physical map of China up on the board we will ask the girls to turn and talk to their say something partner about what land forms they see on the map. We will also ask them to discuss what they know about these particular land forms. -We will then ask the girls the following questions. The girls will have to answer using the proper directional vocabulary (ex: it is in the northeastern corner of the country): Where are the mountains located? Where are the deserts? What are the major bodies of water that surround China? How do you think these landforms effect people that live close or far away from them? 3. Then we will put up a political map of China on the Smartboard and ask the following questions: - TUrn and talk to a partner about how is a political map different from a physical map? When would you use this political map? - What are the major cities and where are they located? - What is the capital and how can you tell? - Why do you think most of the cities located on the coast? We will begin to discuss what types of boarders separate different regions of China from each other and from surrounding countries. Students will discuss and ask questions and brainstorm how different people might live on these varying landscapes. Similarly, they will also discuss in pairs and then together, how our classroom is divided at times and how we have arranged our community to accommodate these many differences that we face. 4. Watch the PowerPoint (see attached). As we watch, we will encourage girls to add questions and comments. 5. Students will create their own maps. - We will show students the outlines for the large maps that they will be creating. - We will show them a list of the important landforms, bodies of water, and cities they must include. - We will then show the girls the materials available for them to use (construction paper, colored pencils, yarn, and glue) and ask for some students suggestions on how they might use these for their map. - Girls will be given groups and as a class, we will discuss how to positively collaborate with your group. - Students will then go off to create maps. 5. When the girls are finished, they will come together on the rug to share their maps. Classmates will be expected to add compliments and questions. 6. Together on the Smartboard, we will create a class blog. - First, we will talk about the concept of a blog and what they are used for. We will show the girls an example of a class blog. - We will then crate one and have a conversation about what it should be called and what things we might want to add over the course of the unit (pictures, photos, text, etc...). - Then together, we will write our first blog entry about our flight and the geography of China.
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VI. MATERIALS NEEDED
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References
Taba, H. (1971). Handbook for teaching elementary social studies. Addison: Wesley
Publications.
Wiggins, G, & McTighe, J. (1998). Understanding by design. Alexandria, VA:
Association for Supervision and Curriculum Development.
Blog Entry Due on 6/15
I feel that I have gotten better at using some of the technology for this course, but still feel like I could be more on the ball in terms of figuring out when I have to post things and where. It is helpful to have skype or over the phone discussions about the lessons that my partner and I have been developing because the immediate feedback really helps much more that waiting for comments, which adds more to the lists of things that one has to remember to check up on. It also creates an immediate understanding of what I have to improve and starts me on my way towards doing so without any anxious wait time. I especially appreciated the recent feedback my partner and I received on our unit plan (section IV) because it was so clear after our telephone discussion, that we did not fully explore the ideas that we had wanted to get across in our lesson. For next week I would like to be able to work on making sure our lessons are more clearly written up and that I make sure to send them properly, unlike I did this week. I think that commenting/receiving comments from peers on mybankstreet has truly made this class feel collaborative and more like a community. Therefore, I will make an effort to have my commentary as specific as possible.
Thursday, June 4, 2009
Blog entry due on 6/8
I think that I have learned more about the way technology is used in this class and am a bit more comfortable. Also, I almost have the organization of the assignments and how to post them figured out! Although I just realized that I entered in all my reading responses into the slot on my bankstreet for the first day. I still don't know if I should move them or not because it might be confusing to everyone at this point. Anyway, the group project has been interesting so far because I enjoy collaborating with colleges and creating curriculum. The texts that we have read also have helped us to come up with good ideas for how to present the material that our students are going to learn. This week I would like to work on developing this skill as my partner and I develop the beginnings of our unit. We are struggling at this point with the rubric because we are unsure where to find the template. I hope to resolve this by next week, especially because this part of the assignment is due on sunday and then the rest on wednesday! I am also confused about the exact directions for the structure of our lessons and would like to be more clear on this as well.
Wednesday, May 27, 2009
6/1/09
By the end of the week, I hope to learn about ways to integrate and incorporate different learning styles into designing a social studies curriculum. I feel that Levine readings should help with this as well as various articles from Rethinking Our Classrooms. The primary skill I hope to build this week is my ability to work on blogs and to understand the organization of the course a little better. This skill will in turn, help me to create a collaborative relationship with my peers because I will be able to communicate with them more easily in this on-line format. I am looking forward to reading other people's posts later on.
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