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Assignment 1
Exploring Pinterest and How it is Implemented in Classroom Instruction
Dr. Shirley Walrod
Abstract
Although Pinterest is a form of social media, many educators have found
themselves gravitating towards it due to the vast array of educational resources available.
Pinterest can be described as extremely user-friendly and visually pleasing to the eye.
The goal of integrating Pinterest in classroom instruction is to implement technology in
academic learning and to engage students in a learning experience. The article explains
two reading lessons using anchor charts in Pinterest. Both lessons sparked the students
interest as they applied their critical thinking skills.
contrast along with examples of how to use these skills. Because of the bright colors and
drawings, the students were instantly drawn to the charts. The second chart displayed a
Venn diagram, a frequently used graphic organizer that helps students identify similarities
and differences of the given topic. Students were asked to compare and contrast two texts
with the same topic. Each student was given a Post It note to jot down either a similarity
or a difference. Student responses were then posted in the Venn diagram to demonstrate
their knowledge of the skill. Not only were the students actively engaged, this activity
also sparked class discussion and offered Teacher A the opportunity to quickly assess the
students understanding.
Teacher B used Pinterest but in an 8th grade reading class. This teacher also used
Pinterest to research anchor charts that would assist with the instruction of character
analysis. This anchor chart was also displayed on the Promethean Board for the students
to view and take notes. The students created a replica of the anchor chart on their own
paper and participated in class discussion as the teacher maneuvered through the Gradual
Release of Responsibility Method. As the teacher moved through each step, students were
allowed to add to the anchor chart by placing their answers on Post-Its and displaying
them on the chart.
After obtaining parental permission, students were placed in groups of three and
given a task. Each group was asked to create a collaboration board through Pinterest.
Doing so would allow each group member the opportunity to participate by pinning.
Each group was assigned a specific character from the text previously read in class and
asked to create a pin board, similar to an online collage, through pinning. Each pin board
was to include items/pictures that demonstrated the students understanding of the
characters personality and how that character changed throughout the text. Upon
completion, students were asked to present their pin boards to the class and provide a
detailed explanation of each pin.
Conclusion
In the end, Teacher A and B found the usage of Pinterest in the classroom to be an
enjoyable experience for both teacher and students. Not only did it help keep students
actively engaged and increase class participation, it also provided the stimulus required
for todays learners. Students were required to think critically and provide textual
evidence for their responses, a major foundation Common Core. Both teachers agreed
that there is much to gain and would definitely use this form of technology in the future.
References
Galliton, A. (2014). Strategies to create lifelong readers. Knowledge Quest, 42(5), 62-63.
Huang, C. (2010). Application of engagement theory in the literary education. Journal
of Language Teaching and Research, 1(4), 460-463.
Pearce, N., & Learmonth, S. (2013). Learning beyond the classroom: Evaluating the use
of Pinterest in learning and teaching in an introductory anthropology class.
Journal of Interactive Media in Education, 1-10.
Stannard, R. (2014). Web watcher. English teaching professional, 92, 1-2
Tan, E, & Pearce, N. (2013). Informal learning on YouTube: Exploring digital literacy in
independent online learning. Learning Media and Technology, 38, 1-15.