Session 3: Baggio, Clark and Dervin
Baggio Chapters 3-5:
Making Sense of Sense Making Video Notes:
Clark Chapters 1-2:
Chapter 1:
Chapter 2:
- Key questions, or “a-ha” moments, or key ideas drawn
- “We can’t get it out if it never went in” Sounds like teaching reluctant 9th graders math…this was in reference to accessing prior knowledge and putting it to use.
- I’m intrigued by this idea of “conation.” It cannot easily be influenced or changed, and it’s your knack for doing things or how you naturally do the things you do…
- It was interesting to learn that our Brain works in patterns.
- Here’s a take-away that’s relevant to us as adults more so than the students we teach: We should keep doing new stuff, especially when our brains get older
- The closet hangers was an interesting analogy for me, I’ve often told my students they have file folders in their brains, and when they’re attacking new problems, sometimes they have to grab several different files out of their file cabinet and use those different “familiar” strategies on the new problem. Solving a multi-step equation may have to access the “distributive property”, “combining like terms” and “solving equations” folders all at the same time.
- “It is our prior knowledge that helps us see and interpret what we see.” Shows teachers the need to access our students’ prior knowledge so that we can assess where they are and move forward from there.
- I wonder what that looks like in a math classroom to “position new information radically out of context, creating contrast, so far out of context that it is memorable”
- Looking forward to Chapter 10, CRAP. Great hook..is that the point? Putting something so radically out of context, I’ll remember it? CRAP! I’ll remember CRAP…
- Contrast, repetition, alignment, proximity...CRAP!
- Wow...expectations are powerful, and greatly affect how we perceive.
- 85% of us are predominantly visual learners
- “We can’t get it out if it never went in” Sounds like teaching reluctant 9th graders math…this was in reference to accessing prior knowledge and putting it to use.
- What is driving question now?
- I’m not seeing the connection...how is learning about learning styles and visual learners going to affect our driving question?
- I’m not seeing the connection...how is learning about learning styles and visual learners going to affect our driving question?
Making Sense of Sense Making Video Notes:
- Thought the analogy of the librarian using the “tool” that she was most comfortable with was interesting. I’ll bet as teachers we just automatically, out of comfort, teach new material in the way we’re comfortable with
- We fail to hear what information seekers are saying, and we’re often asking the wrong questions
- Reflection at the end of the learning process (sense making process)
Clark Chapters 1-2:
Chapter 1:
- I know there’s probably going to be some good knowledge in this, but I’m already jaded by the fact that it was published in 1999...to me seems very outdated. Why aren’t we reading something similar, but current?
- The ISD (Instructional Systems Design) model sounds a lot like a PBL unit design cycle
- “The instructional methods are the “active psychological ingredients” of the training program.” To me, this sounds like Colvin is saying that the methods a teacher decides to use are the most important part of the learning cycle.
- I keep making the parallel between technical training and our classroom needs, and I really like the “Using Needs Assessment to Focus Training” part of the ISD model, as it seems most relevant to our teaching. We need to assess our kids where they are, and focus our “training” towards what they need.
- Course Evaluation: Napa High has a motto of Risk, Reflect, Revise, Repeat. The Course Evaluation part of the ISD model seems to represent the Reflect and Revise components.
- The four ingredients of instruction:
- The information: facts, concepts, processes, procedures, and principles
- The outcome: what they’re going to do with the knowledge
- The methods: proven set of tools known as instructional methods (sounds a lot like pedagogy)
- The media: the tools you’re going to use to get your information across (teacher, videos, websites, etc.)
- The information: facts, concepts, processes, procedures, and principles
Chapter 2:
- Anatomy of a Lesson: (four parts)
- Introduction: in the world of high school PrBL math instruction, this sounds like the Entry Event, or the “hook,” both orients and motivates students,
- Knowledge needed: also known as the ELOs
- Major Task of the Lesson: These are all the tasks, worksheets, tech usage, etc. that students are going to engage in throughout the lesson, project, or unit. (pg 33: “the bulk of our training should be targeted toward the application level”) What I teach should be answering these student questions, “How is this applicable in the real world?” and “How am I going to use this?
- Summary: Obviously at the end of the learning cycle, this would be the assessment (formative or summative) and any sort of reflection, ie: exit ticket
- Introduction: in the world of high school PrBL math instruction, this sounds like the Entry Event, or the “hook,” both orients and motivates students,