Blog and respond to others. Share any thinking, new design steps, progress, challenges, and/or successes you have experienced during this course. How have you evolved as an innovative thinker?
Blog and respond to others:
I watched a few videos to review and refresh my memory about the TPACK model and I’m glad I did. We’ve been exposed to so many new “things” these last two semesters that my brain is saturated with new information, websites, tools, acronyms, etc. Here’s the links to the videos I watched, you might find them helpful as well:I also found a couple related SAMR videos that I thought were helpful:
A couple of things I was reminded about when watching the videos was that technology changes our pedagogy (how we teach) and our content (what we teach). Using the TPACK model as a reference, I feel like I’m an expert at my CONTENT. I’ve been teaching high school or middle school math for 14 years, and even though the content has changed several times, I’m very comfortable with what I teach. I’m also very happy with my PEDAGOGY, my teaching strength is my relationship with my students, but I’m always looking for techniques and strategies to add to my PEDAGOGY toolbox. Definitely my weakest ring in the TPACK model is my usage of technology, and designing lessons that incorporate the “magic middle” of the TPACK model. The two areas I would like to improve most upon are the TCK (technology/content knowledge) which is making sure that the content my students access through websites, games, apps, etc. is of high quality, and the TPK (technology/pedagogy knowledge) which is how I use technology in my content area for deep and lasting learning. These sound like simple ideas when you just type them out, but in fact, these are huge, time consuming feats. Upon watching the TPACK and SAMR videos, it made me reflect on the idea that it would be nice if there were some sort of TPACK/SAMR checklist of questions that teachers could answer to reflect and answer whether the technology a teacher has designed into their curriculum is in the “magic middle” of the TPACK model, or in the upper two “transformation” levels of the SAMR model.
I know we were supposed to make a paper model of our prototype, but I started brainstorming on Popplet to begin getting my ideas out. My driving question started with “How does mobile device technology use affect high school math students’ engagement and achievement?” and now it’s expanding more to “How might we find and use relevant, rigorous, appropriate, and engaging apps, websites/tools and computer programs of high interest to high school students and structure my classroom instructional time in ways that are collaborative and utilize multiple teaching strategies to help students with various learning styles.” I think I’d like to explore this by taking a look at how stations can be utilized in my classroom to keep students engaged, and expose my learners to several different activities, both digital and not, that access the many different learning styles in my classroom.
Notes and Musings from “Smart Failure for a Fast Changing World”
Baggio Chapters 9-12:
There was a lot of information in the last three chapters of the Baggio Book, but here are some of the big take-aways that I will keep handy when designing google slides, infographics, or images for my students, or when (hopefully) training them how to build them:
Finally, before taking the quiz at the end of the book, I would have thought that I was about an 85-90% visual learner and after taking the quiz, I learned that I’m:
Continue building a bridge between your practice, your action research and what you are learning. Share what inspires you, observations, reflections, experiences, connections, dilemmas.... FOCUS: You may consider the elements of ‘SITE’ and the needs of your learners or audience(s). How does SITE apply to you as a learner?
Instructional Design Website Review
Who is the audience/ learners?
What do they need?
Driving Question / Problem they are attempting to address
What type of cognition is going on for the learners?
Think: Clark’s concepts,facts, processes, principles
What was the role of technology?
The only people that would be paying for this and “wanting” it are people that need it, or are just trying to gain knowledge, so they’re going to have high interest and there’s stakes involved because they’re paying for it.
It depends on what the learner is looking for. There seems to be a lot of CSP types of courses on there.
From what I saw, learners are mostly learning concepts and processes
Technology was a huge component for this site, it’s all about online tutorial videos. I am wondering how participants can ask quesitons.
Teachers that are looking for specific classroom strategies for teaching science and math, from collaboration to engagement
Depending on what strategy you’re looking for
Concepts, processes, principles
They were web based videos, some with resources attached
Six Paths to China
Not quite sure who the audience is. It would appear that it’s anyone that’s interested in learning all types of different facts about China
I don’t believe there is one, it’s just a compilation of links to resources.
It’s web based, but it’s simply reading. Might as well be a textbook.
Wow...this looks like a website that has a lot of resources. We need more hours in the day to play around with resources like this. Teachers looking for resources on a lot of different current, cutting edge strategies and philosophies.
Covers all four
A lot of infographics, and resources, probably one of the best sites I’ve come across in both semesters of Cohort 10!! Follow it on twitter @teachthought
Who is the audience you want to address for the remaining two semesters? Is it your students? Or, is it your colleagues who you want to influence to change their practice? If it is your students, you might create a model for teaching some content, however, ultimately, your capstone will be one that colleagues will look at, not students, so you have a dual audience.
What are your initial ideas for where you might go in addressing the challenge of creating a resource to influence others and share your knowledge & research based on early readings of Dervin, Baggio and Clark?
To prepare for Session 2, please draft a blog to describe your mental processes for figuring out what the Dervin article was about. The article is dense in content - so how did YOU make SENSE of it? What is she trying to teach? Facts? Processes? Concepts? Principles?
Making Sense of Sense-Making??
Okay...as I often do when I’m reading difficult material like this, I just sort of take notes in a stream of consciousness kind of way...so here’s my abstract, random ramblings from this week’s readings:
If you had to teach this same content to a high schooler, what other media would you use to break it into mind-sized chunks or to make it easier to process according to how you think?
If I had to teach this to high schoolers: