Pulled from the December 2013 PIIC (Pennsylvania Institute for Instructional Coaching) site...
Instructional coaches are positioned to encourage ongoing conversations about teaching and learning in ways that are reflective, deliberate, and challenging.
It means that coaches and teachers work together and “walk the talk” about innovation, collaboration, and critical thinking.
They need to work together to focus on authentic issues and problem-solve to gather the collective wisdom of the group.
Time and conversations...building trust, building understanding, putting pieces together over time...
Tuesday, December 31, 2013
Monday, December 30, 2013
Faux Flipped
This post is a reminder to an idea that I came across in my travels...
It's called Faux Flipped. One of these days, I'll remember where I found it and properly give attribution, but in the meantime, here's the idea.
Faux Flipped - intended for an elementary experience...
Basically, since many students do not have internet access at home, they (and everyone) watch any video or screen-casts at school. But, both are accessible online, where parents can also go to watch with children to help with any homework questions that may arise outside of school.
Students complete a checklist associated with the content, which is used as a "ticket" to move to a group in class.
Another excellent idea on the same note sheet!
Here's the concept
Students work toward TEST OPPORTUNITIES - students earn the right to test...
And finally, Flip-charts in Promethean can be saved as a PDF and imported into Nearpod.
Formative questions can be interspersed throughout. (e.g. 2 questions - less than 5 minutes)
What a lesson enhancement!
It's called Faux Flipped. One of these days, I'll remember where I found it and properly give attribution, but in the meantime, here's the idea.
Faux Flipped - intended for an elementary experience...
Basically, since many students do not have internet access at home, they (and everyone) watch any video or screen-casts at school. But, both are accessible online, where parents can also go to watch with children to help with any homework questions that may arise outside of school.
Students complete a checklist associated with the content, which is used as a "ticket" to move to a group in class.
Another excellent idea on the same note sheet!
Here's the concept
Students work toward TEST OPPORTUNITIES - students earn the right to test...
And finally, Flip-charts in Promethean can be saved as a PDF and imported into Nearpod.
Formative questions can be interspersed throughout. (e.g. 2 questions - less than 5 minutes)
What a lesson enhancement!
Sunday, December 29, 2013
A series of answers
An older post I came across...found it in drafts...
Quite a question...Thinking about thinking again...came across this post from The Core Knowledge Blog
If we only...view school work as a series of answers.
Sometimes I think that we are so eager to get to answers, that time for students to develop questions is overlooked.
But it’s the question that draws interest; draws action; draws thinking.
Simply supplying answers to questions someone else devises, is it enough?
So, how do we design learning for students to frame questions that extract desired content with enough difficulty to keep students engaged, but not frustrated?
Daniel T. Willingham - Why Students Don't Like School
Intro to Comp - Parody Projects
Students in Mrs. Rasmus' Introduction to Composition classes read and analyzed the book "The Chocolate War" by Robert Cormier during the late fall of 2012.
To broaden the scope of understanding and in addition to other curricular assessments involving the novel, it was decided to use a specific scene from the novel to teach process skills using a genre of literary composition - parody.
Often students are given project assignments that span over several days and involve several necessary components to be successful. We structured this project to be "different" in several ways.
First, the concept of parody was introduced by showing examples of parody from popular culture. Students compared and contrasted the parodies to the original versions. Next, the overall project goal, as related to "The Chocolate War" was shared on this day.
The following day, we started class with an invented "game" called "What's My Passion: The Process".
Student groups were given a folder that contained visuals of each step of the process, along with labels for each step. Their first task was to align the visual representations with the label, then put the steps in a logical, sequential order.
Pictures/photocopies included:
Labels included:
Once the groups had labeled and organized the pieces, the class revealed their sequence choices by having mates line up according to a consensus as to what comes first, second, etc... Some of the steps were obvious, while other steps required some discussion about WHY you might do one step before another.
Once we came to a general agreement on "the steps", they were taped in order on a large sheet of paper that spanned the wall.
The following day, student groups selected their parody characters and selected their end product medium, either a PowerPoint or a GoAnimate video. BEFORE they could get a laptop, they had to run through the process steps posted on the wall WITH US and checkmark the ones they had already completed. By doing this, they could "see" which ones they still needed to do.
This activity provided an opportunity for them to make choices about how to proceed, not only for that moment but also as a means to decide what they needed to accomplish during that period and where to start the next day. The visual sequence created a workflow for them to reference. It also provided us an opportunity to conference with them about their progress. We shared an understanding of what each step "meant" and a language to use as we worked through the process.
A second piece was added to the process wall the following class day: a series of boxes depicting the school days allotted to complete the finished product. The first box read, "You are here".
We spoke of how many days remaining, as aligned with what needed to be done. Again, students had the opportunity to "see" process components, "see" the due date and all the date boxes leading up to the "bulls-eye". The visual helped them to plan, to self-direct.
We did insist that the groups needed to complete one set (six slides) of a storyboard before they could move the process to create using PowerPoint or GoAnimate. We felt it was important for them to do some planning first before adding the technology.
From that point on, in each empty date box, we plotted progress as we approached and passed the class time.
On the Monday of the week the project was due, each individual was asked to answer the following 4 questions using a sticky note to post their replies on the process wall as they left class that day.
Again, the feedback helped us to target students who needed a bit of guidance and also gave them an opportunity to frame their own progression to this point.
The remaining classtime was spent
GoAnimate.com: The+Chocolate+War+Parody by 2500550
Like it? Create your own at GoAnimate.com. It's free and fun!
To broaden the scope of understanding and in addition to other curricular assessments involving the novel, it was decided to use a specific scene from the novel to teach process skills using a genre of literary composition - parody.
Often students are given project assignments that span over several days and involve several necessary components to be successful. We structured this project to be "different" in several ways.
First, the concept of parody was introduced by showing examples of parody from popular culture. Students compared and contrasted the parodies to the original versions. Next, the overall project goal, as related to "The Chocolate War" was shared on this day.
The following day, we started class with an invented "game" called "What's My Passion: The Process".
Student groups were given a folder that contained visuals of each step of the process, along with labels for each step. Their first task was to align the visual representations with the label, then put the steps in a logical, sequential order.
Pictures/photocopies included:
Labels included:
Once the groups had labeled and organized the pieces, the class revealed their sequence choices by having mates line up according to a consensus as to what comes first, second, etc... Some of the steps were obvious, while other steps required some discussion about WHY you might do one step before another.
Once we came to a general agreement on "the steps", they were taped in order on a large sheet of paper that spanned the wall.
The following day, student groups selected their parody characters and selected their end product medium, either a PowerPoint or a GoAnimate video. BEFORE they could get a laptop, they had to run through the process steps posted on the wall WITH US and checkmark the ones they had already completed. By doing this, they could "see" which ones they still needed to do.
This activity provided an opportunity for them to make choices about how to proceed, not only for that moment but also as a means to decide what they needed to accomplish during that period and where to start the next day. The visual sequence created a workflow for them to reference. It also provided us an opportunity to conference with them about their progress. We shared an understanding of what each step "meant" and a language to use as we worked through the process.
A second piece was added to the process wall the following class day: a series of boxes depicting the school days allotted to complete the finished product. The first box read, "You are here".
We spoke of how many days remaining, as aligned with what needed to be done. Again, students had the opportunity to "see" process components, "see" the due date and all the date boxes leading up to the "bulls-eye". The visual helped them to plan, to self-direct.
We did insist that the groups needed to complete one set (six slides) of a storyboard before they could move the process to create using PowerPoint or GoAnimate. We felt it was important for them to do some planning first before adding the technology.
From that point on, in each empty date box, we plotted progress as we approached and passed the class time.
On the Monday of the week the project was due, each individual was asked to answer the following 4 questions using a sticky note to post their replies on the process wall as they left class that day.
Again, the feedback helped us to target students who needed a bit of guidance and also gave them an opportunity to frame their own progression to this point.
The remaining classtime was spent
GoAnimate.com: The+Chocolate+War+Parody by 2500550
Like it? Create your own at GoAnimate.com. It's free and fun!
Two new terms...
Came across two new terms...
Crystallized intelligence - knowledge and skills students acquire in school
Fluid intelligence - describes the ability to analyze abstract problems and think logically
Schaffhauser, Dian. "Research: Improving Test Scores Doesn't Equate to Improving Abstract Reasoning." THE Journal. 1105 Media, Inc., 12 Dec. 2013. Web. 29 Dec. 2013..
Crystallized intelligence - knowledge and skills students acquire in school
Fluid intelligence - describes the ability to analyze abstract problems and think logically
Schaffhauser, Dian. "Research: Improving Test Scores Doesn't Equate to Improving Abstract Reasoning." THE Journal. 1105 Media, Inc., 12 Dec. 2013. Web. 29 Dec. 2013.
Preaching to the choir...or sharing another perspective?
Merina, Anita. "Managing the Technology Takeover." NEA Today Summer 2013: 21. Print.
Initially approached iPads as supplements to lessons
Didn't realize that what needed to do was rethink lesson plans from an integration perspective
As a creation
Teaching like it 2999 - Blog - 32 iPads in class - initial failure was relying on traditional pedagogy
QUESTION - What can I do w/these devices that would be impossible to do without them?
Increased student as creator experiences - moved from paper to math app games, to students creating own math videos and writing math blogs, to conducting Challenge Based Learning math projects
Also, found apps to assess student learning
TECHNOLOGY IS JUST A CATALYST FOR LEARNING. IT'S STILL THE TEACHER THAT'S KEY.
With tech, the goal is to create projects that do more than deliver info - but also prompt students to THINK and SOLVE
AND for teachers to ASSESS
Use tools for PB approaches - and don't be "afraid" to reexamine teaching
Initially approached iPads as supplements to lessons
Didn't realize that what needed to do was rethink lesson plans from an integration perspective
As a creation
Teaching like it 2999 - Blog - 32 iPads in class - initial failure was relying on traditional pedagogy
QUESTION - What can I do w/these devices that would be impossible to do without them?
Increased student as creator experiences - moved from paper to math app games, to students creating own math videos and writing math blogs, to conducting Challenge Based Learning math projects
Also, found apps to assess student learning
TECHNOLOGY IS JUST A CATALYST FOR LEARNING. IT'S STILL THE TEACHER THAT'S KEY.
With tech, the goal is to create projects that do more than deliver info - but also prompt students to THINK and SOLVE
AND for teachers to ASSESS
Use tools for PB approaches - and don't be "afraid" to reexamine teaching
This is nice...Kudos to Thinkfinity and the ReadWriteThink Printing Press
ReadWriteThink's Printing Press is a tool to create online brochures, newspapers, and posters.
An added bonus is that students can save a draft and return to their work anytime to continue where they left off.
As Recommended via an EdSurge list - Dec. 2013
An added bonus is that students can save a draft and return to their work anytime to continue where they left off.
Let's ask the kids...
This post is in response to a December 2013 EdSurge post written by Sho Ota, a 9th grade student at Lynbrook High School in San Jose, CA. Sho is a member of a school organization called Virtual Vikings that "informs teachers about current technological innovations in the educational space".
One of his recent assignments was to attend the Tech for School Summit sponsored by EdSurge and held this past November. The goal of the summit was to have participants (educators, students, entrepreneurs, et. al.) "Play, Listen, Explore, and Share" at intersections where technology and learning meet.
As I read the post, several things jumped out at me.
First, Sho mentions that he struggles with language skills. He also mentions that being able to watch videos of the products in actions were of great benefit to aid in his understanding. HE articulated and self-actualized his realization that visualization is a method that improves his ability to learn.
I wonder how often we, as teachers, solicit feedback from students asking them about what works for them and design learning experiences based on that feedback?
I wonder how often students are asked to think about their personal strengths / challenges when it comes to their own learning experiences?
I wonder how often students are allowed to or encouraged to make decisions about how to drive their own learning based on those understandings?
Which leads me to my second revelation...how Sho was able to recommend several products that addressed gaps HE recognizes from s student perspective based on his own curricular / learning experiences.
The first is a tool called Curriculet (formerly Gobstopper), which allows for digital annotation, a dictionary, and progress reports for both educator and learner. The reason it appealed to him was that he sees a connection between interactivity and reading. According to his assessment, Sho states that "literature teachers would be able to highlight specific passages from a novel and have students respond to the close reading assignment" with the benefit of tracks for performance and completion.
A few other recommendations included Ellevation, NoRedInk, The Answer Pad, and Zaption.
As for me, I find that I am often overwhelmed with the sheer number of tools developed / recommended on any given day. But, this is one article that contains recommendations that I am going to take a second look at and push forward to the local experts for what works at the "front-lines" of learning...classroom teachers AND their students.
It would be well worth the time to develop a system to structure pilot learning options based on Sho's experience.
My instinct is that our students who could provide great insight on teaching and learning as well.
PS - On a quick assessment, NoRedInk is the only recommendation that is currently free. All the other recommendations above have cost associated with use. How to strategically allocate funds for these and other tools, I'm sure is on the mind of many educators and administrators out there...since dollars do add up quickly...
One of his recent assignments was to attend the Tech for School Summit sponsored by EdSurge and held this past November. The goal of the summit was to have participants (educators, students, entrepreneurs, et. al.) "Play, Listen, Explore, and Share" at intersections where technology and learning meet.
As I read the post, several things jumped out at me.
First, Sho mentions that he struggles with language skills. He also mentions that being able to watch videos of the products in actions were of great benefit to aid in his understanding. HE articulated and self-actualized his realization that visualization is a method that improves his ability to learn.
I wonder how often we, as teachers, solicit feedback from students asking them about what works for them and design learning experiences based on that feedback?
I wonder how often students are asked to think about their personal strengths / challenges when it comes to their own learning experiences?
I wonder how often students are allowed to or encouraged to make decisions about how to drive their own learning based on those understandings?
Which leads me to my second revelation...how Sho was able to recommend several products that addressed gaps HE recognizes from s student perspective based on his own curricular / learning experiences.
The first is a tool called Curriculet (formerly Gobstopper), which allows for digital annotation, a dictionary, and progress reports for both educator and learner. The reason it appealed to him was that he sees a connection between interactivity and reading. According to his assessment, Sho states that "literature teachers would be able to highlight specific passages from a novel and have students respond to the close reading assignment" with the benefit of tracks for performance and completion.
A few other recommendations included Ellevation, NoRedInk, The Answer Pad, and Zaption.
As for me, I find that I am often overwhelmed with the sheer number of tools developed / recommended on any given day. But, this is one article that contains recommendations that I am going to take a second look at and push forward to the local experts for what works at the "front-lines" of learning...classroom teachers AND their students.
It would be well worth the time to develop a system to structure pilot learning options based on Sho's experience.
My instinct is that our students who could provide great insight on teaching and learning as well.
PS - On a quick assessment, NoRedInk is the only recommendation that is currently free. All the other recommendations above have cost associated with use. How to strategically allocate funds for these and other tools, I'm sure is on the mind of many educators and administrators out there...since dollars do add up quickly...
Wednesday, December 18, 2013
Hour of Code - Ephrata Participates
December 9th through the 15th is recognized as Computer Science Education Week. During that time, students throughout Ephrata Area School District had the opportunity to participate in various Hour of Code events to highlight math and computer science applications.
Jon Mattingly and Gretchen Huebner, who developed one of the iPad Apps featured on the Hour of Code site, were available virtually, to share their first-hand knowledge and experience as young entrepreneurs in this emerging field.
Jon states, “He and Grechen started Kodable last summer because they wanted to make it easy for kids to learn one of the most important skills of the 21st century”.
Jon Mattingly and Gretchen Huebner, who developed one of the iPad Apps featured on the Hour of Code site, were available virtually, to share their first-hand knowledge and experience as young entrepreneurs in this emerging field.
Jon states, “He and Grechen started Kodable last summer because they wanted to make it easy for kids to learn one of the most important skills of the 21st century”.
Sunday, December 8, 2013
Better using resources we already have access to...
I've attended several tech sessions in the last few weeks and realize that several resources we already HAVE access to, offer MANY updates and interactive options to enhance learning designs.
We really just scratch the surface for many of these.
With that in mind, one of my present goals is to take the time to consider how to best communicate what's new and how we might be able to best build this into our teaching practice.
Let's start with this one...
BookFlix
BookFlix now works on iPads and iPhones.
BookFlix has also added five new pairs of books (Fall 2013):
Hi! Fly Guy and It's a Good Thing There are Insects
I'm Fast and Train
The Red Hen and This is the Way We Help at Home
Show Way and Harriet Tubman
A Sick Day for Amos McGee and Animals in the Zoo
BookFlix is part of the POWER Library bundle and can be found via Destiny.
We really just scratch the surface for many of these.
With that in mind, one of my present goals is to take the time to consider how to best communicate what's new and how we might be able to best build this into our teaching practice.
Let's start with this one...
BookFlix
BookFlix now works on iPads and iPhones.
BookFlix has also added five new pairs of books (Fall 2013):
Hi! Fly Guy and It's a Good Thing There are Insects
I'm Fast and Train
The Red Hen and This is the Way We Help at Home
Show Way and Harriet Tubman
A Sick Day for Amos McGee and Animals in the Zoo
BookFlix is part of the POWER Library bundle and can be found via Destiny.
Wednesday, November 27, 2013
Ready to roll my eyes...
I was so ready to roll my eyes at yet another video on 21st Century Teaching...
Soooo...glad I didn't pass up the opportunity to engage with this one.
Kevin Robert's Prezi presentation is one that has future direction written all over it, in it, around it.
Decide for yourself...
Soooo...glad I didn't pass up the opportunity to engage with this one.
Kevin Robert's Prezi presentation is one that has future direction written all over it, in it, around it.
Decide for yourself...
Saturday, November 9, 2013
Did you know that students at Ephrata High School have their own, newly-styled MOVEMENT!
It’s called the Association of Making and Doing.
The first endeavor of this movement is the CODING COLLABORATORY.
Yes.
You heard that right…CO-DING COL-LA-BOR-A-TOR-Y.
(Also Know As… The Hour of Code)
The next gathering of the CODING COLLABORATORY is scheduled for Wednesday, November 13 from 2:40 to 3:30 in CL 219.
Remember, tinkerers are welcome, experimentation is expected, and learning by doing is all part of the grand plan.
We had a great turnout for our Hour of Code last week…
So, come one, come all, and don’t forget to bring a friend!
PS - We started last week and are using the after-school program from Code Academy as our guide.
More to come...
It’s called the Association of Making and Doing.
The first endeavor of this movement is the CODING COLLABORATORY.
Yes.
You heard that right…CO-DING COL-LA-BOR-A-TOR-Y.
(Also Know As… The Hour of Code)
The next gathering of the CODING COLLABORATORY is scheduled for Wednesday, November 13 from 2:40 to 3:30 in CL 219.
Remember, tinkerers are welcome, experimentation is expected, and learning by doing is all part of the grand plan.
We had a great turnout for our Hour of Code last week…
So, come one, come all, and don’t forget to bring a friend!
PS - We started last week and are using the after-school program from Code Academy as our guide.
More to come...
Liking ThingLink as a replacement tool for our 10th Grade Civil Rights Projects...
The Beard Hat is a funky example, but thanks to Stevie Kline for her lead on this tool.
Also, like the idea of using an InfoGraphic or designing an InfoGraphic as a base and adding dimension with this tool.
Sunday, October 27, 2013
2013 - 2014 EASD iPad Initiative - Post 3
This section provides suggestions for resources to consult when considering which apps to use for various educational experiences.
CommonSense Media App Review – Apps are evaluated and categorized by:
Age, Platform, Learning rating, Subject, Skill, Genre, Topics
Kathy Schrock – Blooming APPS – App recommendations are associated with various levels of Bloom
CommonSense Media App Review – Apps are evaluated and categorized by:
Age, Platform, Learning rating, Subject, Skill, Genre, Topics
Kathy Schrock – Blooming APPS – App recommendations are associated with various levels of Bloom
Wednesday, October 23, 2013
2013 - 2014 EASD iPad Initiative - Post 2
Do we take for granted what students will “know”?
◦Is it OK to go into settings?
◦Is it OK to change background?
◦When is it OK to browse the internet?
◦When is it OK to explore other apps?
◦Other expectations to consider?
What conversations do we need to have about consistency in our expectations?
◦Is it OK to go into settings?
◦Is it OK to change background?
◦When is it OK to browse the internet?
◦When is it OK to explore other apps?
◦Other expectations to consider?
What conversations do we need to have about consistency in our expectations?
Article: How Use of an iPad Facilitated Reading Improvement
McClanahan, Barbara, et al. "A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement." TechTrends 56.3 (2012): 20–28. Print.
Article summary:
Emerging tech redefining literacy in school, work, home
Tech difficult to define - changes so rapidly
iPad - comfortable size, weight, tough screen, wiFi data connection, affordable apps
Future of 1-1 ed delivery
CAI - gen ed classrooms - individualize instruction, promote sustained attn, improved work performance, learning tasks in multiple modalities, chuncking, allows repeated trials w/immediate feedback, self-paced, novelty of game format
Often leadership and direction for research comes from teachers trying out these technologies in their classrooms.
Teachers identify and studying issues of teaching in their own classroom - collect data, develop a plan of action PLUS add eval results through reflection PLUS - freedom to incorporate unexpected possibilities via discovery
This type of action research IS a valid form of PD
Overall, results cannot be generalized, but potential of tranferability is REAL
Apps and actions mentioned:
Specific eBooks (student recorded himself as he read - **BECAME Metacognitive about his own reading)
FlashCards+
Compound Boogie
Vocabulary Builder
Miss Spell's Class
ABC Alphabet Phonics
Stories 2 Go
Article summary:
Emerging tech redefining literacy in school, work, home
Tech difficult to define - changes so rapidly
iPad - comfortable size, weight, tough screen, wiFi data connection, affordable apps
Future of 1-1 ed delivery
CAI - gen ed classrooms - individualize instruction, promote sustained attn, improved work performance, learning tasks in multiple modalities, chuncking, allows repeated trials w/immediate feedback, self-paced, novelty of game format
Often leadership and direction for research comes from teachers trying out these technologies in their classrooms.
Teachers identify and studying issues of teaching in their own classroom - collect data, develop a plan of action PLUS add eval results through reflection PLUS - freedom to incorporate unexpected possibilities via discovery
This type of action research IS a valid form of PD
Overall, results cannot be generalized, but potential of tranferability is REAL
Apps and actions mentioned:
Specific eBooks (student recorded himself as he read - **BECAME Metacognitive about his own reading)
FlashCards+
Compound Boogie
Vocabulary Builder
Miss Spell's Class
ABC Alphabet Phonics
Stories 2 Go
Friday, October 18, 2013
On a side note...
This video is for an activity I have planned for this morning with 3rd grade students...
Tuesday, October 15, 2013
2013 - 2014 EASD iPad Initiative - Let's start here...
In what ways can we redesign our instructional environment to reflect student "PACK skills" (AKA: Critical Thinking, Collaboration, Creativity, Information Literacy, Life-long Learning Skills, Flexibility and Adaptability) utilizing the unique features of mobile learning devices?
What are the benefits? What are the challenges?
How to we build a professional learning community to best meet the needs of our students and teachers across all four elementary buildings (and across the district)?
In order to begin to build up, we need to lay a solid foundation for our goal. Following are some introductory and “housekeeping” items that will need to be considered and addressed. In addition, some items are designed to drive the goal over time.
ITEM ONE: Develop / access basic tool instructions (for teachers and students)
The Blue Valley School District in Johnson County, Kansas series of “How-to-Guides” can be reviewed as a model. The series includes:
· iPad Basics and Introduction
· iPad Camera Guide
· iPad Organization and Personalization
· Sharing from the iPad (Teacher Version)
· Sharing from the iPad (Student Carts)
What else do we need? Please reply with recommendations for any local (flipped) directions for what to do if…or common trouble-shooting items like access to WiFi, cart issues, etc...
Tuesday, September 24, 2013
Wednesday, June 19, 2013
EASD Tech Integration Moodle site - Where, What, and Why
As part of the coursework for the Millersville University, Summer 2013, Technology Integration Institute, we were asked to create a screencast that would be useful in our work.
I am hoping that over time, faculty and staff will find the resources shared on the District Tech Moodle page of such practical use that they consider this site one of their first "go to" places when planning lessons or looking for best practice ideas for their classrooms .
Following are directions to locate the site from the District Homepage, log-in information and a brief overview of my professional perspective regarding learning design and technology integration.
I am hoping that over time, faculty and staff will find the resources shared on the District Tech Moodle page of such practical use that they consider this site one of their first "go to" places when planning lessons or looking for best practice ideas for their classrooms .
Following are directions to locate the site from the District Homepage, log-in information and a brief overview of my professional perspective regarding learning design and technology integration.
Thursday, May 16, 2013
In response to Brenda Boyer's May 15th post...Research: A Thinking Process Expressed in Writing
Here's my reply...
Right on, Brenda!
It's almost like a "tunnel vision" and please don't think I am being judgemental. It is easy to get caught up in some of the necessities of the research process that what we know, practice, and expect regarding "thinking" and "decision-making" in the research process is not given enough weight.
From a learning design perspective, I have been working with teachers to develop projects that assess process increments, because the truth is, expecially for more in-depth assignments that require studens find, use, engineer information ins ome way, it is virtually impossible to get from the start (task) to the end (product) without truly accomplishing strategic, mini-milestones along the way. There is a marked difference in overall success rates as any issue is adddressed closer to the point of need.
Another professional belief is that these strategic project points dhould carry either a balanced grade componene. Too often I have seen students consider integral pieces of the process that are either not "assessed" or given a "light" assessment as being unimportant. It is easy to understand how comparatively something worth 5 points is not "important" as compared to often the mega-point end grade.
What I suggest is to shift some of the "end" grade into the process. Give process pieces more "weight".
Agreed, the end product is the culminating demonstration and requires due assessment respect. but, without successful process pieces along the way...
In a dynamic instructional experience, trial and revision will happen along the way...each project brings a unique set of variables along with it...but in my humble opinion, shifting emphasis through design can provide us with greater opportunity to build in conversations that require some of the "thinking" and "decision-making" to shift from assumed expectation to meaningful practice.
Brenda's blog: Designing TL: An Exploration of Instructional Design for Information Fluency can be found at http://brendaboyerlearningdesign.com/.
And Brenda's reply...(also saved as a comment)
Here's my reply...
Right on, Brenda!
It's almost like a "tunnel vision" and please don't think I am being judgemental. It is easy to get caught up in some of the necessities of the research process that what we know, practice, and expect regarding "thinking" and "decision-making" in the research process is not given enough weight.
From a learning design perspective, I have been working with teachers to develop projects that assess process increments, because the truth is, expecially for more in-depth assignments that require studens find, use, engineer information ins ome way, it is virtually impossible to get from the start (task) to the end (product) without truly accomplishing strategic, mini-milestones along the way. There is a marked difference in overall success rates as any issue is adddressed closer to the point of need.
Another professional belief is that these strategic project points dhould carry either a balanced grade componene. Too often I have seen students consider integral pieces of the process that are either not "assessed" or given a "light" assessment as being unimportant. It is easy to understand how comparatively something worth 5 points is not "important" as compared to often the mega-point end grade.
What I suggest is to shift some of the "end" grade into the process. Give process pieces more "weight".
Agreed, the end product is the culminating demonstration and requires due assessment respect. but, without successful process pieces along the way...
In a dynamic instructional experience, trial and revision will happen along the way...each project brings a unique set of variables along with it...but in my humble opinion, shifting emphasis through design can provide us with greater opportunity to build in conversations that require some of the "thinking" and "decision-making" to shift from assumed expectation to meaningful practice.
Brenda's blog: Designing TL: An Exploration of Instructional Design for Information Fluency can be found at http://brendaboyerlearningdesign.com/.
And Brenda's reply...(also saved as a comment)
Thanks for your excellent response addressing the formative assessments I mentioned in my last paragraph: Adding formative assessments for critical stages/milestones distributes the emphasis across product and process, helping learners see that the challenging thinking work of inquiry matters. This has made a huge difference this year in our research papers. Many students expressed gratitude to be given credit for all of the hard work along the way instead of just the final product score, and this has helped to develop better research mindsets among them. As far as the weighting, this year our process (made up of numerous components such as reflection journals, source evaluations, text-markups, demonstration of advanced search skills, etc.) was worth approx. 500 points; the paper itself was worth about 400.
Thanks again!
Brenda
Wednesday, April 24, 2013
Thinking about how we think and learn...
Tenth-grade students in health and wellness classes have been considering the importance of educating others about various health topics.
As they start to search for information for their next project, they were asked a series of questions to help them frame their thoughts and actions. A Google form was created and students submitted responses via the link. The "gathered" results were copied and pasted into Wordle.
The first questions had to do with thinking about the process they employ as they begin.
The second question asked them to consider how what they already know or how they decide to proceed impacts the process.
And then finally, the last question was relevant to the specific topic at hand.
The following two posts contain a Wordle created by using the answers for each of the first two questions.
I cannot say with scientific certainty, but in the act of carrying out this first step - asking them to frame their start, I did notice a difference in how the students approached their research / note-taking.
I suppose there could be several additional variables that contributed to this difference, but "my professional instinct" tells me that this simple activity created a bridge between the content and them. THEIR direction, THEIR thoughts, were captured - for the first few moments. I do believe this seemingly little (yet, thoughtful) pause to consider, contributed to the difference noted throughout the several classes of students.
In the grand scheme, the first two questions could preface any project, any need, be it personal or academic. The third ties it into the immediate task at hand.
The more I continue to build "process thinking" into activities, the more I am certain it adds to the learning experience. And so on...
As they start to search for information for their next project, they were asked a series of questions to help them frame their thoughts and actions. A Google form was created and students submitted responses via the link. The "gathered" results were copied and pasted into Wordle.
The first questions had to do with thinking about the process they employ as they begin.
What process (steps) do I use to solve (information) questions in my academic life?
The second question asked them to consider how what they already know or how they decide to proceed impacts the process.
How does personal knowledge or direction enhance learning?
And then finally, the last question was relevant to the specific topic at hand.
What is important to know about my topic?
The following two posts contain a Wordle created by using the answers for each of the first two questions.
I cannot say with scientific certainty, but in the act of carrying out this first step - asking them to frame their start, I did notice a difference in how the students approached their research / note-taking.
I suppose there could be several additional variables that contributed to this difference, but "my professional instinct" tells me that this simple activity created a bridge between the content and them. THEIR direction, THEIR thoughts, were captured - for the first few moments. I do believe this seemingly little (yet, thoughtful) pause to consider, contributed to the difference noted throughout the several classes of students.
In the grand scheme, the first two questions could preface any project, any need, be it personal or academic. The third ties it into the immediate task at hand.
The more I continue to build "process thinking" into activities, the more I am certain it adds to the learning experience. And so on...
And then...How does personal knowledge or direction enhance learning?
 |
| Tenth Grade Health and Wellness - April 2013 |
I asked...they answered...
WHAT PROCESS DO I USE
TO SOLVE (INFORMATION) QUESTIONS IN MY ACADEMIC LIFE?
Monday, March 4, 2013
Helping student SEE process
This is something that's been "stewing" around for a bit now...
I guess I've been sitting on it because I think it needs to be better to post.
Well, decided to just jump in...
It all started with this video clip.
https://www.teachingchannel.org/videos/using-clickers-in-classroom
Part of the Talking About Teaching with Jim Knight Series
I had a WOW type experience while watching this teacher and then listening to her and Mr. Knight discuss the classroom dynamic.
My WOW was when Mr. Knight suggested teacher Carrie Hochgrebe create a learning map (graphic organizer) as a means to integrate the components of the unit within the map.
Every day begins with "let's review where we were and by the end of the class, let's look where we've ended" that by the end of the unit, students have looked at the map so many times, they SEE the connections, VISUALIZE the concepts, READ the structure.
I got to thinking about the HS students who were beginning a hugh project for an Introduction to Composition class - creating a parody of a scene from The Chocolate War by Robert Cormier.
In every educational career, we experience moments in teaching we just know went well. The following video describes how we applied the above concept with this class of students.
I guess I've been sitting on it because I think it needs to be better to post.
Well, decided to just jump in...
It all started with this video clip.
https://www.teachingchannel.org/videos/using-clickers-in-classroom
Part of the Talking About Teaching with Jim Knight Series
I had a WOW type experience while watching this teacher and then listening to her and Mr. Knight discuss the classroom dynamic.
My WOW was when Mr. Knight suggested teacher Carrie Hochgrebe create a learning map (graphic organizer) as a means to integrate the components of the unit within the map.
Every day begins with "let's review where we were and by the end of the class, let's look where we've ended" that by the end of the unit, students have looked at the map so many times, they SEE the connections, VISUALIZE the concepts, READ the structure.
I got to thinking about the HS students who were beginning a hugh project for an Introduction to Composition class - creating a parody of a scene from The Chocolate War by Robert Cormier.
In every educational career, we experience moments in teaching we just know went well. The following video describes how we applied the above concept with this class of students.
On the first day, student received strips of paper with each process step listed. Their job was to put the "steps" (paper slips) in order. Visuals of each step were also aligned with the strips, so everyone would have the same "piece" associated with the same "piece". This also provided common language for everyone to use. Next, members in the class shared their sequencing ideas and collectively decided on a logical "order". All of the components were then taped to a huge piece of brown paper that we came back to at the beginning and end of class. The "steps" were also used as talking points when conferencing with students as to where THEY were in the process.
And finally, I asked permission to share one of the projects created using GoAnimate.
Special thanks to Tai for allowing us to post.
GoAnimate.com: The+Chocolate+War+Parody by 2500550Monday, January 21, 2013
Our flipped journey
Starting with a link to the introductory prezi created for the School Board presentation on Jan. 21, 2013.
Where the Rubber Meets the Road: Tools for Student Learning
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