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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