Will definitely adapt this for use with elementary students...
Thanks to Julie S. for sharing...
Sunday, November 2, 2014
Tuesday, October 21, 2014
You have to start somewhere survey!
As mentioned in the previous post, the 4th grade students and I have teamed up on a journey to explore territory new to us. Just like Lewis and Clark, we bring the skills we have with the understanding that there is so much more to know and learn.
At the start of this year, students were asked to answer a few survey questions asking about favorite books, authors, and what they liked best and the least about the library.
More importantly, they were asked questions about what they knew about themselves as learners, what they felt was important to learn and to realize that they have a voice to share.
What I discovered through the survey and what is evident in our scheduled library visits is how much they genuinely love and appreciate this place called the library and what it has to offer. Not simply in the physical sense, although that plays an integral part in their present reality, but also the promise of what this "place" can offer them in their future. What they bring to the journey is a sincere desire to learn, a sincere feeling that all can be possible and a willingness to try their best.
Our first leg of the journey takes us on a "communication" trail.
We are defining "place".
We are defining where we are now and thinking about where we are headed.
Every journey starts with a first step and are on definitely on our way!
In their own words:
WHAT I LOVE BEST...
WHAT IS IMPORTANT TO KNOW...
HOW I LEARN BEST...
COMING SOON: What is the internet? And ways to collaborate...
At the start of this year, students were asked to answer a few survey questions asking about favorite books, authors, and what they liked best and the least about the library.
More importantly, they were asked questions about what they knew about themselves as learners, what they felt was important to learn and to realize that they have a voice to share.
What I discovered through the survey and what is evident in our scheduled library visits is how much they genuinely love and appreciate this place called the library and what it has to offer. Not simply in the physical sense, although that plays an integral part in their present reality, but also the promise of what this "place" can offer them in their future. What they bring to the journey is a sincere desire to learn, a sincere feeling that all can be possible and a willingness to try their best.
Our first leg of the journey takes us on a "communication" trail.
We are defining "place".
We are defining where we are now and thinking about where we are headed.
Every journey starts with a first step and are on definitely on our way!
In their own words:
WHAT I LOVE BEST...
WHAT IS IMPORTANT TO KNOW...
HOW I LEARN BEST...
COMING SOON: What is the internet? And ways to collaborate...
Sunday, September 28, 2014
How are we like Lewis and Clark?
I begin a new adventure this year teaching skills to elementary students, grades K-4.
The students and I begin a new adventure together.
So much has been written over the past several years about how important 21st Century Skills are to our students' present and future success. When I asked to come back to teaching, I came with a strong sense of what I wanted to accomplish via my classroom.
I believe a strong library program offers a perfect platform to converge these skill sets across the educational gamut.
For our students to be prepared for the future predictions of the world they will live in, we must allow time for them to build upon the foundation of who they are right now as learners. They need to recognize themselves in the process. They need to reflect on their practice. They need to be actively involved in as many educational decisions as possible. They need to acknowledge the power they have over their own learning. They need to recognize and apply 21st Century Skills sets with deliberation.
When I share my perspective with some folks, I am often reminded how young elementary students are. Yes, they are young.
But I believe in my heart-of-hearts that students do stretch to the expectations you place before them. I believe them quite capable of applying process skills with precision. I believe it is my responsibility to offer educational experiences where they can recognize and apply personal strategies as they experiment with communicating, collaborating and creative decision-making, thinking processes.
So here's the plan. During each marking period, we will operate within a themed perspective. Library curriculum will be presented within the context of each theme. The themes are communication, collaboration, thinking, and creativity. We will drop the buzz word designation "21st Century". From now on, we will call them SS (Sand Skills) because I believe these skills bridge and fill their educational space. (Thanks, Chris D. for the analogy idea).
We have a talked about where we are going on our learning journey and will document our stops and experiences along the way.
I look forward to us learning about information, research, communication, collaboration, thinking and creativity application skills together.
Lewis and Clark faced their journey with audacity and a sense of adventure. And, I think, so will we!
The students and I begin a new adventure together.
So much has been written over the past several years about how important 21st Century Skills are to our students' present and future success. When I asked to come back to teaching, I came with a strong sense of what I wanted to accomplish via my classroom.
I believe a strong library program offers a perfect platform to converge these skill sets across the educational gamut.
For our students to be prepared for the future predictions of the world they will live in, we must allow time for them to build upon the foundation of who they are right now as learners. They need to recognize themselves in the process. They need to reflect on their practice. They need to be actively involved in as many educational decisions as possible. They need to acknowledge the power they have over their own learning. They need to recognize and apply 21st Century Skills sets with deliberation.
When I share my perspective with some folks, I am often reminded how young elementary students are. Yes, they are young.
But I believe in my heart-of-hearts that students do stretch to the expectations you place before them. I believe them quite capable of applying process skills with precision. I believe it is my responsibility to offer educational experiences where they can recognize and apply personal strategies as they experiment with communicating, collaborating and creative decision-making, thinking processes.
So here's the plan. During each marking period, we will operate within a themed perspective. Library curriculum will be presented within the context of each theme. The themes are communication, collaboration, thinking, and creativity. We will drop the buzz word designation "21st Century". From now on, we will call them SS (Sand Skills) because I believe these skills bridge and fill their educational space. (Thanks, Chris D. for the analogy idea).
We have a talked about where we are going on our learning journey and will document our stops and experiences along the way.
I look forward to us learning about information, research, communication, collaboration, thinking and creativity application skills together.
Lewis and Clark faced their journey with audacity and a sense of adventure. And, I think, so will we!
Friday, May 30, 2014
Whoo-hoo - Week 5 BlendKit 2014 Reading Reaction
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...
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 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.
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