When I think of delivering content I think of how students will able to access the information and how they will be able to communicate what they have learned or what they need to learn about the content. First I need to make sure I am transliterate. For example I do not use social media in personal life and I see our digital class platforms, like Google Classroom and ECHO as a form of professional social media. This has been a learning curve the last couple of years and couldn’t imagine teaching without these now. We also need to teach our students to be transliterate. I assume they are transliterate because they are often more advanced or up to date with the technology and digital world. This doesn’t necessarily mean they now how to use it in productive ways. I think there is a huge difference in being able to use and navigate these digital platforms/programs and being able to utilize them for learning.
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My flipped lesson is going to have the kids build Earthquake shake maps using My Maps from google. They will do a Flipgrid at home on what they think a shakemap is based of a short video and an image of the Napa Earthquake in 2014. I am also going to use TodaysMeet after they watch the instruction video so they have a chance to ask clarifying questions. I was going to use Adobe Spark for my instructional video but found it redundant so I used screencast-o-matic to record as I clicked through what I need to show them. |
The “Flipped Classroom Pros and Cons” by Mary Beth Hertz was the article that resonated with me the most. I had the conception that flipping the classroom was centered around the videos and taking the time to select good ones and come up with good discussions for class. When I was teaching math is when Khan Academy came out and was the big rage. I like her quote “Good instruction, especially for math concepts, requires that ideas be presented in a number of ways.” I think this is so true in a lot of what we do when we find a new thing whether small or big. She also states “And as many teachers can tell you, not everyone learns best through a screen.” I may counter that with some do. I could really see it working with the math180 program. They do the computer piece at home instead of in class. It does come back to the access issue and intrinsic motivation to allot the time and get it done.
I used Bubbl.us to map out my prototype and it seemed to help with the whole sense making process. Once I started mapping it out I could see the “gaps” and started to fill them in. This whole process helped me find the “sweet spot” in the TPACK model.
Using the mind mapping program helped me conceptualize what I need to do going forward with my prototype on how I will set up my next set of action research. To address my driving question.
Flipgrid is an example of how I am trying to move from using technology to make learning more fun to using it as the vehicle for learning. The initial intention was to have students articulate the learning intentions. What ended up happening was kids were watching each others not only to understand the concept but on the best way to present it. The next step is going to have kids give feedback on the flipgrid, use the flipgrid to ask questions and start conversations, so they are collaborating with each other to learn the concepts.
Flipgrid is an example of how I am trying to move from using technology to make learning more fun to using it as the vehicle for learning. The initial intention was to have students articulate the learning intentions. What ended up happening was kids were watching each others not only to understand the concept but on the best way to present it. The next step is going to have kids give feedback on the flipgrid, use the flipgrid to ask questions and start conversations, so they are collaborating with each other to learn the concepts.
I have used google forms this year more as a management tool not so much as l learning tool. I have created forms as a quick way for kids to turn in assignments and use it as a student sign in and out when they leave the classroom. I also use it at back to school night so parents sign in collect emails and other info.
An area of weakness for me is keeping in contact with the parents, so I looked at the add on Formmule. Students will be able generate quick emails to inform their parents on variety of things whether it be a behavior issue, or a great test score
Another add on I am looking at trying when we do
Earthquakes is mapping sheets. By mapping earthquakes students can discover plate boundaries and fault lines. One draw back is I have only figured out how to use it with addresses and not mapping coordinates.
Earthquakes is mapping sheets. By mapping earthquakes students can discover plate boundaries and fault lines. One draw back is I have only figured out how to use it with addresses and not mapping coordinates.
For my Touro action research/capstone project I used Google forms to collect qualitative data for my research paper. I am now using it for students to track their leaning progress as we go through our chemistry unit. using a scale from 1 to 4 they rate how well they think they know that learning intention and what they need to revist. What I think I need them to do is make a copy of the form so as they do it multiple times, they will have their own responses on the spreadsheet instead of entering them.
After reading Part 3 in Baggio I immediately drew the connection to my students and their presentations. Their presentations for the most part are Slides High In Text.
I want to start planning some direct instruction for the students to apply this CRAP that I have learned.
This is going to be a focus going forward with my driving question on student clarity, can they articulate what they are learning and how they are going to acquire the knowledge. Students can tell you what they are doing but have a hard time articulating what they are learning. Flipgrid has been a really good way to do this. Many of the kids hate putting their face on it, some aren’t even allowed to, so they have come up with creative ways to show diagrams and drawings of what they are thinking and then just speak to it. These turn out to be the best ones. If I can get them to apply some of the ideas about being visual and “less is more” so the listener focuses on what they are saying and the visuals are used to engage, peak curiosity, and make connections to their audience.
Another unattended benefit was students were using the flip grids to learn and gain clarity on not only what was expected but the content being learned. One class I had 19 Flipgrids turned in with 219 views. Many students said they watched at least 5 before they did theirs. They ones they liked best were the ones with clear and creative visuals.
By using Flipgrid instead of a screen-cast I hope to force to kids to create their own visuals, and since they are middle school kids they will want to do the least amount possible. Then later be able to apply that to creating good digital presentations.
I want to start planning some direct instruction for the students to apply this CRAP that I have learned.
This is going to be a focus going forward with my driving question on student clarity, can they articulate what they are learning and how they are going to acquire the knowledge. Students can tell you what they are doing but have a hard time articulating what they are learning. Flipgrid has been a really good way to do this. Many of the kids hate putting their face on it, some aren’t even allowed to, so they have come up with creative ways to show diagrams and drawings of what they are thinking and then just speak to it. These turn out to be the best ones. If I can get them to apply some of the ideas about being visual and “less is more” so the listener focuses on what they are saying and the visuals are used to engage, peak curiosity, and make connections to their audience.
Another unattended benefit was students were using the flip grids to learn and gain clarity on not only what was expected but the content being learned. One class I had 19 Flipgrids turned in with 219 views. Many students said they watched at least 5 before they did theirs. They ones they liked best were the ones with clear and creative visuals.
By using Flipgrid instead of a screen-cast I hope to force to kids to create their own visuals, and since they are middle school kids they will want to do the least amount possible. Then later be able to apply that to creating good digital presentations.
The SITE model is another tool that helps build the bridge between what I am learning in these classes to my practices and action research. I have never really looked at my students through the lens of a “user profile” The SITE model’s 3 sub-contexts really hone in on the end user. Whether it be my students or my peers that may learn from my learning and research. The piece I have been struggling or leaving out when planning my units was the social cultural sub-context. Who are the learners? What values do the learners hold? What will motivate the learners? Reminded me of when Baggio talks about the trilogy of the mind in Chapter 3. This can get even trickier with adults who may not be looking to change what they are doing or have philosophical difference with the changes in the way students learn.
I think that I sometimes lose sight of motivates my students. It's nice to have the SITE model to remind myself.
Another struggle is the different levels of understanding students and peers have with the 3 sub-contexts of the SITE model.
I assume all kids are Tech savvy. I have kids that can program robots to those that don’t know how to copy and paste. Same with adults, but kids learning curve seems to be much faster.
Same goes motivation. I assume all kids love science, its in our nature to be inquisitive right? Also, I assume all educators would want to get better at what they do.
We need to teach both our students and ourselves how to learn "In the age of smart machines we are offered a widening range of learning resources, but are we ready to use them? Are your learners already autodidacts, or do they need to be taught how to be an autodidact?" Middle school kids aren't self learners
I guess that is what inspires me, is for all students to have access to leaning science in middle school.
I think that I sometimes lose sight of motivates my students. It's nice to have the SITE model to remind myself.
Another struggle is the different levels of understanding students and peers have with the 3 sub-contexts of the SITE model.
I assume all kids are Tech savvy. I have kids that can program robots to those that don’t know how to copy and paste. Same with adults, but kids learning curve seems to be much faster.
Same goes motivation. I assume all kids love science, its in our nature to be inquisitive right? Also, I assume all educators would want to get better at what they do.
We need to teach both our students and ourselves how to learn "In the age of smart machines we are offered a widening range of learning resources, but are we ready to use them? Are your learners already autodidacts, or do they need to be taught how to be an autodidact?" Middle school kids aren't self learners
I guess that is what inspires me, is for all students to have access to leaning science in middle school.
Social media can be a great tool to develop/collaborate/communicate as a professional. I really think it is more important than ever to keep your personal and professional life separate. I think you should have both professional and personal accounts and not mix them. Even this can’t keep everything private. As he said in the article the quick name search and you can be found. Another concern I have is the unintentional social media post. I personally do not have any social media accounts but friends do and I’ve been in pictures on their social media sites. This also has to be kept in mind. I even mentioned to my kids when they do their Flipgrid at home to pay attention to what’s in the background.
I am not sure how I would address the student. If it was outside of school, in both the physical and digital world, I’m not sure there is much you can do. If it was a personal account and not on something we use in class or at school I really don’t have authority. Depending on the nature of the post, if they posed a risk to them or another student I may get my principal for wellness center involved and the parents involved. If I sent a letter to my principal about a kid posting the F word about the Patriots I would get a major eye roll. I would remind them about their digital footprint and the image of themselves they’re putting out there but it does reiterate the importance of setting expectations and all the kids to them even on the digital platforms.
I am not sure how I would address the student. If it was outside of school, in both the physical and digital world, I’m not sure there is much you can do. If it was a personal account and not on something we use in class or at school I really don’t have authority. Depending on the nature of the post, if they posed a risk to them or another student I may get my principal for wellness center involved and the parents involved. If I sent a letter to my principal about a kid posting the F word about the Patriots I would get a major eye roll. I would remind them about their digital footprint and the image of themselves they’re putting out there but it does reiterate the importance of setting expectations and all the kids to them even on the digital platforms.
Author
Jeff Albertazzi
7th grade Science
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