tools and resources
Flipgrid- Platform to gain clarity on content
Google forms- survey of learning intentions
Google Sheets to Monitor learning
ECHO- Learning Platform, Blog, Email
Google forms- survey of learning intentions
Google Sheets to Monitor learning
ECHO- Learning Platform, Blog, Email
Session 3, Baggio, Clark and Dervin Key Take Away's
Baggio
-Most people are visual learners
-We cannot retrieve information or knowledge that has not gone into our memory
-Trilogy of the mind; How you feel, what you think, what is instinctive
-If you don't design learning for the way people think, they won't 'get it'
-Things that affect learning: prior knowledge, context, expectations
- needs to be relevant to the learner, whether it is real or imagined
-Technology, if not used effectively, will not necessarily help you learn
The Baggio reading will really have an influence in addressing my driving question. Much of what she is addresses has a direct affect on my research about students having clear understanding of the success criteria for the different learning intentions and how they are connected.
Clark:
-Student objective must be measurable
-It is instructional methods, not the media that impact student learning.
-importance of assessment,
-How will you and the student know what they've learned?
Clarke really makes me think of how I am going to present the learning intentions and the success criteria for units that we are designing. My hope is sharing and including the students in the process will lead to more clarity on whether they are successful in learning the content. I also want to have the students active in deciding how they will know if they have learned the content or not.
Dervin:
- build a bridge with the “actors” success in mind
-communication creates a gap
-Barriers that stop someone from learning
- Hierarchy of knowledge
- our role is to help create the “bridge”
- needs to be from the perspective of the student “actor”
Being able to bridge the gap students will be clear on what they are learning and if they are successful in that learning is what I am trying to accomplish in my research. I want them to take a more active role in building the “bridge” and meeting in the middle.
2. My driving question now:
What impact does student clarity of the learning intentions and the criteria for success have on students reaching proficiency levels of the NGSS.
3. My new need to knows:
-How can I create an image to show the learning intentions and success criteria?
-Perhaps I should make a survey so they can visually see if what they think they have
learned?
-Graph assessment results and compare to what they thought they learned?
-Create a concept map of their learning to connect the surface, deep and transfer knowledge?
-Most people are visual learners
-We cannot retrieve information or knowledge that has not gone into our memory
-Trilogy of the mind; How you feel, what you think, what is instinctive
-If you don't design learning for the way people think, they won't 'get it'
-Things that affect learning: prior knowledge, context, expectations
- needs to be relevant to the learner, whether it is real or imagined
-Technology, if not used effectively, will not necessarily help you learn
The Baggio reading will really have an influence in addressing my driving question. Much of what she is addresses has a direct affect on my research about students having clear understanding of the success criteria for the different learning intentions and how they are connected.
Clark:
-Student objective must be measurable
-It is instructional methods, not the media that impact student learning.
-importance of assessment,
-How will you and the student know what they've learned?
Clarke really makes me think of how I am going to present the learning intentions and the success criteria for units that we are designing. My hope is sharing and including the students in the process will lead to more clarity on whether they are successful in learning the content. I also want to have the students active in deciding how they will know if they have learned the content or not.
Dervin:
- build a bridge with the “actors” success in mind
-communication creates a gap
-Barriers that stop someone from learning
- Hierarchy of knowledge
- our role is to help create the “bridge”
- needs to be from the perspective of the student “actor”
Being able to bridge the gap students will be clear on what they are learning and if they are successful in that learning is what I am trying to accomplish in my research. I want them to take a more active role in building the “bridge” and meeting in the middle.
2. My driving question now:
What impact does student clarity of the learning intentions and the criteria for success have on students reaching proficiency levels of the NGSS.
3. My new need to knows:
-How can I create an image to show the learning intentions and success criteria?
-Perhaps I should make a survey so they can visually see if what they think they have
learned?
-Graph assessment results and compare to what they thought they learned?
-Create a concept map of their learning to connect the surface, deep and transfer knowledge?