It’s as if you read my mind…
As I was developing the various DIY coursework to submit, with special realization during Chapter 4, it became clear that as the “first” time out of the gate and “first” time ever attempting something like this lends itself to a huge learning curve. No matter how well I plan, adjustments and adaptations will happen starting right after the first group that walks through the door.
So, how will I know if what we experienced together (students too) was beneficial – hit the intended mark?
Working with “my version of blended”, in an instructional environment with new grade levels, new curriculum demands…everything is up in the air.
But, here is what I believe.
First, I believe students need to have a voice. I believe they have ideas to share.
Second, I believe being able to communicate with precision as matches ability and maturity is an essential skill no matter what age, or for what purpose.
Third, I believe that good writers and good readers align. Outside of the instructional conventions necessarily built into the course of a “school day”, reading, writing, thinking…are interwoven experiences that should cultivate over time. I envision this opportunity to build a love for books (in any form), a love for words, and an opportunity for students to “see” themselves as empowered through the use of language.
A few things jumped out…like…
• Good practice – we all strive for this, regardless of the delivery
• That the “nature of standards prescribes how things should be” – with the understanding that it’s not possible to fit all contexts – the repeated story of my professional journey…
• The importance of seeking peer reviewers and soliciting feedback from the participants – Asking those who “walk the walk” to share…hmmm…so this is why you gathered feedback each time…
We have an emerging system in place in PA, where part of a teacher’s effectiveness is related to Standardized test results and a self-developed proposal for instructional prediction called Student Learning Outcome. Implementation of this project would be an excellent candidate for me to carry the actual assessment of practice, from the design phase to the completion. Something to work on another day…
Finally, the suggestion that if this is the first time teaching in this format, to focus on select strategies to determine effectiveness (again, related to above). The reading suggests writing a personal goal, keeping an online journal reflecting, setting instructional benchmarks around formative tasks to make adjustments, as well as end of module / marking period data from participants.
If the goal is to provide students with more flexibility, to allow them to practice skills in safe learning environments, to give them the opportunity to think and express ideas…then, I do believe I am on the right track…with a little help from my friends…on with the peer review...
Friday, May 30, 2014
Friday, May 23, 2014
BlendKit - Reading reaction - Chapter 4
In reading the content for Chapter 4 of the Blended Learning Toolkit, it reminds me exactly how much technology infiltrates all aspects of learning design. As mentioned in the Conclusion Section of the reading, “learning activities may overlap with interaction strategies and learning assessments”. I kept thinking while I was reading that I had actually incorporated some of this suggested “thinking” into my plans already.
Part of my motivation when completing the DIY activities in the previous module was to find a means for students to access content relevant to the task at hand. What I discovered in my search for ideas and content is that others out there have created activities that support the learning objectives designed in my suggested lesson/unit.
It’s interesting that I still find myself feeling a little “guilty” that I am able to direct students to content / activities that were not developed in house. It almost feels negligent. But, the real question is “why” negligent (assuming proper credit is given)?
Interestingly, this has to be part of the shift that has to happen in order to fully embrace the concept and reality of learning in this time of readily accessible material. It’s the “letting-go” of the need to be centered in all aspects of a teacher-centered classroom and rather “embracing” the collective, collaborative nature of student-centered design.
Last module, my motivation was how much time I could realistically expect students to experience what they know with what they need to know. Someone "out there" did a great job of designing an online learning opportunity to expedite the process. (OK...let go.) Next, it was…how I will know, they know it. (OK...all yours again.)
Now, it’s turning learning design to consider the role technology plays across all dimensions and to be certain we have structured enough support so our students can truly personalize their learning.
Whether face-to-face on online, transparent direction is paramount, guided structure to the learning design has to be clear. Each learning environment requires its own consideration to accomplish this.
One “mistake” teachers often make when they transition instruction from a physical learning space to an online delivery, it would be that they simply plunk content “as is”. But the reality is that it’s not that simple.
So, the benefit of this module for me is two-fold. I must still harbor some difficulty relinquishing control or tending to see the instruction from my side only. Something to continue to work on...
Secondly, I've taken a step back and realize the depth of planning for a blended learning experience. Not to say designing effective instruction is overly difficult…just that it requires considerations distinct to the delivery.
I appreciate the realization. I may need to revisit with each design, but eventually, with experience, I will begin to be more comfortable with the transition in this world of may be a perpetual “beta”.
Part of my motivation when completing the DIY activities in the previous module was to find a means for students to access content relevant to the task at hand. What I discovered in my search for ideas and content is that others out there have created activities that support the learning objectives designed in my suggested lesson/unit.
It’s interesting that I still find myself feeling a little “guilty” that I am able to direct students to content / activities that were not developed in house. It almost feels negligent. But, the real question is “why” negligent (assuming proper credit is given)?
Interestingly, this has to be part of the shift that has to happen in order to fully embrace the concept and reality of learning in this time of readily accessible material. It’s the “letting-go” of the need to be centered in all aspects of a teacher-centered classroom and rather “embracing” the collective, collaborative nature of student-centered design.
Last module, my motivation was how much time I could realistically expect students to experience what they know with what they need to know. Someone "out there" did a great job of designing an online learning opportunity to expedite the process. (OK...let go.) Next, it was…how I will know, they know it. (OK...all yours again.)
Now, it’s turning learning design to consider the role technology plays across all dimensions and to be certain we have structured enough support so our students can truly personalize their learning.
Whether face-to-face on online, transparent direction is paramount, guided structure to the learning design has to be clear. Each learning environment requires its own consideration to accomplish this.
One “mistake” teachers often make when they transition instruction from a physical learning space to an online delivery, it would be that they simply plunk content “as is”. But the reality is that it’s not that simple.
So, the benefit of this module for me is two-fold. I must still harbor some difficulty relinquishing control or tending to see the instruction from my side only. Something to continue to work on...
Secondly, I've taken a step back and realize the depth of planning for a blended learning experience. Not to say designing effective instruction is overly difficult…just that it requires considerations distinct to the delivery.
I appreciate the realization. I may need to revisit with each design, but eventually, with experience, I will begin to be more comfortable with the transition in this world of may be a perpetual “beta”.
Sunday, May 18, 2014
Sticky-note summary idea
Sticky-note summaries for students to use as they read http://t.co/WEXunm4F6E GOOD for one sentence summary activity #blendkit2014
— Jane Englert (@j_englert) May 18, 2014BlendKit Reader - Chapter 3 - Reading Reaction
OK...so this week, we are considering assessment of learning in a blended environment.
Let's frame the blended environment I envision. The focus is on 4th grade. We will meet F2F once during a five day cycle. While I plan to use Edmodo as our platform, time to work online needs to be built into the F2F meeting. Students will have the freedom to choose to revisit Edmodo outside of the regular class time, but no "mandate" will will be in place unless considered and agreed to within the context of elementary expectations. With that being said, I am hoping some of the content stemming from the "library" experience will also blend into classroom coursework. All in good time...
Next, onto the reading reflection. Several statements jumped out at me. First, is the agreement that "when teaching takes place, assessment is imperative to check depth of understanding". The article goes on to reference the design strategy in planning for units of instruction that prepare students to transfer learning to new contexts", meaning taking what is accomplished in the classroom and be able to apply it in real life.
Since I am a novice with the program and do know that there is a formal grading procedure in place, I plan to use both self-assessment tactics, as well as a multiple-choice option to confirm a baseline of common understanding.
Initially, topics will most-likely revolve around procedural applications and organizational understandings of the physical environment.
Ultimately, my goal will be to build intrinsic understandings related to the overarching theme for each marking period, with the first being "I COMMUNICATE". I feel strongly that students need to embrace all activities from the perspective that they are truly CENTRAL to the experience. Too often, learning seems to come from an imposed direction, rather than from a sense of internal control.
I already take to heart that providing expectation support through examples, both print and online, text and video (as appropriate) is extremely important. Students need to have a clear understanding of what "qualifies" as exceptional and what "qualifies" as a redo. As an educator, I am uncomfortable with accepting sub-standard work. I do expect students to do their best, whatever their best is.
I was intrigued by the mention of building higher order thinking into multiple-choice assessments. That will be a side goal. The article mentions implanting a scenario that requires transfer. Will have to think about this one...
Edmodo contains options for discussions, assessments, and I believe assignment uploads. Initially, the discussion area will be the focus, but certainly, offering a quick quiz is a real option.
Thinking we will save any "authentic assessments" for the 4th marking period when we cover creativity.
LOVE, Love, love the ONE-SENTENCE SUMMARY suggestion. This fits in already with the micro-blogging idea and activities mentioned in some of my earlier course submissions. As I look to the directions for the DIY activity for this week, the one-sentence-summary may be the one that I build upon.
Let's frame the blended environment I envision. The focus is on 4th grade. We will meet F2F once during a five day cycle. While I plan to use Edmodo as our platform, time to work online needs to be built into the F2F meeting. Students will have the freedom to choose to revisit Edmodo outside of the regular class time, but no "mandate" will will be in place unless considered and agreed to within the context of elementary expectations. With that being said, I am hoping some of the content stemming from the "library" experience will also blend into classroom coursework. All in good time...
Next, onto the reading reflection. Several statements jumped out at me. First, is the agreement that "when teaching takes place, assessment is imperative to check depth of understanding". The article goes on to reference the design strategy in planning for units of instruction that prepare students to transfer learning to new contexts", meaning taking what is accomplished in the classroom and be able to apply it in real life.
Since I am a novice with the program and do know that there is a formal grading procedure in place, I plan to use both self-assessment tactics, as well as a multiple-choice option to confirm a baseline of common understanding.
Initially, topics will most-likely revolve around procedural applications and organizational understandings of the physical environment.
Ultimately, my goal will be to build intrinsic understandings related to the overarching theme for each marking period, with the first being "I COMMUNICATE". I feel strongly that students need to embrace all activities from the perspective that they are truly CENTRAL to the experience. Too often, learning seems to come from an imposed direction, rather than from a sense of internal control.
I already take to heart that providing expectation support through examples, both print and online, text and video (as appropriate) is extremely important. Students need to have a clear understanding of what "qualifies" as exceptional and what "qualifies" as a redo. As an educator, I am uncomfortable with accepting sub-standard work. I do expect students to do their best, whatever their best is.
I was intrigued by the mention of building higher order thinking into multiple-choice assessments. That will be a side goal. The article mentions implanting a scenario that requires transfer. Will have to think about this one...
Edmodo contains options for discussions, assessments, and I believe assignment uploads. Initially, the discussion area will be the focus, but certainly, offering a quick quiz is a real option.
Thinking we will save any "authentic assessments" for the 4th marking period when we cover creativity.
LOVE, Love, love the ONE-SENTENCE SUMMARY suggestion. This fits in already with the micro-blogging idea and activities mentioned in some of my earlier course submissions. As I look to the directions for the DIY activity for this week, the one-sentence-summary may be the one that I build upon.
Pass it forward...UNselfies
https://t.co/NrDUYnqFMd Pass it forward #UNselfie pic.twitter.com/waknS0boOT
— Jane Englert (@j_englert) May 18, 2014Thursday, May 8, 2014
Thoughts on "The Myths of Technology Series - Technology Equals Engagement"
I came across this post on a Diigo list I subscribe to...
The Myths of Technology - Technology Equals Engagement
George Couros points out the distinction between...
Compliance – Do this because I told you.
Engagement – Do this because you are excited.
Empowerment – Do this because you have the power to do something meaningful for yourself.
Couros goes on to further stretch the instructional mindset beyond - "sage on the stage" to "guide on the side", but ALSO to consider the emerging role as "an architect of meaningful learning opportunities". He suggests we need to push beyond engagement and provide our students to experience, to embrace educational foundations through meaningful, application.
It might not be as neat a package and would require a good measure of risk on our own parts...releasing some of the "control" associated with professional expectations. But I believe it would be worth it to begin to "test the waters" on small, measurable scales allowing for growth in our own practice, as well as for our students' learning evolution.
What a great time to teach...and learn...
Tuesday, May 6, 2014
Like the message...
This may be very useful next year as I transition into an ever expanding educational role...elementary librarian, teacher, and learning adventurer...
“Above & Beyond” was written by NY Times #1 best-selling children’s book author/illustrator Peter H. Reynolds (The Dot, Ish, The North Star.)
“Above & Beyond” was written by NY Times #1 best-selling children’s book author/illustrator Peter H. Reynolds (The Dot, Ish, The North Star.)
Sunday, May 4, 2014
Reading Reaction - Chapter 2 - BlendKit 2014
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| http://www.curiositiesbydickens.com/wp-content/ uploads/blending-into-the-scenery.jpg |
Below are noted excepts from the reading. Full credit is given to the references listed at the end of the BlendKit - Chapter 2 for the contributions to my understanding of the topic. I will post learning design pieces that evolve from this understanding, as applied to the specifics of my work.
OK...so what jumped out at me...
BlendKit Reader: Chapter 2 - Kelvin Thompson, Ed.D
- Value student-to-student and student-to-teacher interaction
- Role of interaction regarding declarative knowledge (introductory/survey) and/or procedural knowledge (working on problem sets)
- Interactions F2F and how to use the online environment for interactions - instructional strategies to support both
- Design interactions on substantive matters
- Appropriate balance (As aligned to THE LEARNING ENVIRONMENT)
- Link the best tech solutions for teaching and learning w/the best human resources
- Develop highly interactive / collaborative activities for F2F (teacher/classroom)
- Tech enables greater learner control and autonomy
- Learners value social contact and guidance
- Interaction is a basic human need
- K-4 Learning environment- Requires guided instruction presented / offered in blended domains taking into consideration how learners learn best
- Like the concept WAY-FINDING - determined by design and environmental cues
- Likened to game design - balance / tension between too much scaffolding / too little
- The paragraph about "how will learners know what they need to know and rapid decentralization and distribution of channels of communication" may lend itself to a lesson within the blended course
- Instructivism or constructivism
- Blend concept of expertise with construction
Techno expression - tech based process (employed by an individual or in tandem with others) using words and/or media to express ideas and thoughts (Reference to Commonwealth of Learning)
- Educator as concierge - directs learners to resources or learning opportunities unaware of - push learning possibilities that are "ripe" - K-12 leverages this model
- Educator as curator - expert learner - instead of "dispensing knowledge, creates spaces which knowledge can be created, explored, and connected" Balances "freedom of learners with thoughtful interpretation of subject" Key concepts of a discipline transparently reflected through curatorial actions of teacher"
How does interaction and expression manifest within the course design?
- Allow for student and instructor voice with respect, collaborative, caring
- How to thoughtfully express opinions
- Consider small groups to solve problems over time
Who is the audience?
- Over course of year, mix up audience for various assignments - practice expression in different directions
As always - identify the best method for students to achieve learning objectives (allow for differentiated expressions)
Build in reflection activities - ePortfolio, posts - Why a certain decision? Opinion about a topic... For group research, possibly OneNote - collective work
Provide examples of good work - meaningful assignments w/defined expectations
Write clear instructions
Include expectations on academic integrity
Acknowledge the learning process - student POV with feedback - even 1-2 ideas over time
Keep in view both aspects - individual learning and social learning
Reference for FERPA web page - to use as a guide
Saturday, May 3, 2014
An interesting comment from Week One - BlendKit 2014
Posted by Amy Grunat...
I am a techie person - a Director of Technology for an independent high school. My experience is a little different than yours. I am usually the person saying "use technology when it's appropriate" not just to use technology. As I talk with other Directors of Tech, that is their line too. Sometimes I think that when so much capital is expended on tech, there is a sense that it must be used all of the time. That is the worst possible thought process. Technology should be used to engage the group in ways that can't be accomplished in a traditional classroom.
What I like about the blended learning model is that it leads to experiential education but in a guided way. Especially in the high school age group, I believe students need the opportunity to "check in". In a lot of ways, it keeps them on track with the work schedule. Too often for kids this age, we are on both ends of the spectrum: leading them through projects step by step, or assigning something with little guidance. The blended learning model helps to bridge those ends by not allowing the educator to sit on top of the student but still giving them autonomy and responsibility for their learning.
Well said...
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