Four letters: C, R, A, P. If I take nothing else away from the Baggio book, at least I will have CRAP. Contrast- creates a focal point, can show how items are different. Repetition- use it to make a presentation consistent Alignment- most people read from left to right that's how people see pictures, too Proximity- keep like items organized After going through this book it's really hard to watch other people give presentations. Like Brenna said in Session 4 it's kinda like drinking the "kool-aid." My eyes are open and I can't unsee other teacher's oddly formatted powerpoints or videos. At a recent staff meeting we watched a video about preparing our classrooms for the CAASPP test. It was a neat video made with Animaker. However, there was so much text on each slide that I couldn't keep up. It reminded me of being an undergrad when I would quietly take pictures of my professor's slides instead of taking notes because they would dump loads of information on a few slides. While the video had good intentions the delivery was hard to watch. My students are very bright but need words "chunked out" as Baggio says. Most people need information this way. Our phone numbers, social security numbers, and addresses are all chunked out. Thinking about the Informational Subcontext of the SITE model, information needs to be made simple enough for (all) people to follow along.
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I don't use Google forms very often in my classroom, however given Scott's tutorials, Alice Keeler's blogs, and Control Alt Acheive's Add-on tutorial I've found some tricks that will really help. I created a form for my capstone to give students an anxiety rating scale survey. It gives me the average score for each student automatically. From there I would like it to assign each student a stress relieving strategy based on their score. Ultimately I think Google forms would be a great resource for reoccurring quizzes, parent feedback, creating stories through branching. When you really think about it the uses for Google forms are only limited by your own imagination or computer skills. However, like Alice Keeler says creating a Google form can be Ted-i-ous. Once you've created the forms though they're easily recyclable year to year with a few edits. I especially like that Google makes pie charts to show how students responded to each question. Some add-ons that caught my attention are: flubaroo (a grading tool), form values (for storing lists of names that you use often), and CheckItOut (for checking items in and out). CheckItOut seems like it could make managing my classroom library so much simpler. Currently, I have a spreadsheet with each student's name on it with the book they have checked out typed in next to it. It helps me keep track of where my books are, but I'm the one having to manage it along with everything else in the classroom. With CheckItOut my students could fill out the Google form and manage their books with out me. Which is great because I've essentially given up on where my books are. What are you initial ideas for where you might go in addressing the challenge of creating a resource to influence others and share your knowledge and research based on your readings of Dervin, Baggio, and Clark? (The resource you create will evolve into your Capstone project/product.)
Process(how the whole thing works): Create a system of destressing techniques to follow based on your score of a stress test. Score of 2.5 or higher indicates that someone has normal high feeling of test anxiety. Take the survey before a test to gauge whether or not a student should be administered a destressing technique before a test and/or during a test. Procedure(how to use as an individual): 1-take anxiety survey on Google forms before a test. 2a-if a student scores 2.5 or higher then they will be redirected to a GoNoodle video to relax before a test. 2b-if a student scores 3.5 or higher then they will be redirected to a GoNoodle video to relax before a test as well as halfway through the test. I'm not sure if Google Forms allows for a remedial assignment to be linked through a form. That would be quick and easy feedback for students before they begin a test. Last school year I had an irate parent approach me about a private phone conversation her daughter had with another student in our class. She demanded that I find out what the students were talking about. I went to my principal and asked her how I should address this issue. She gave me this advice, "We can only do so much." I thought and thought about it. This question came to mind: when does our responsibility as teachers end? In my mind my classroom is my domain. What I say there goes, but when a student is at home, in public, or online I feel that my responsibility ends. Of course I encourage them to be kind and responsible at all times to all people. At some point their actions and their words are none of my business. If one of my students ended up committing a crime would that also be my business to get involved? I don't feel like it is. As far as professional development goes, social media can be a powerful tool. Just this morning as I engaged in a Twitter Chat you could observe education professionals from all around the country sharing ideas and giving advice to complete strangers. Something I would take into consideration is keeping my professional and personal accounts separate. While educators can band together for the sake of the students I don't think that everyone would be so respectful when discussing religion, music, or other subjects. Even reading through the comments on my local teacher union page the members are not always cordial with one another. Just as in a classroom you would want to establish some talking guidelines to keep everyone's feelings safe. Holloway, Kalli Internet Troll scroll.in.article
Dervin:
-How do people transmit information and how do people receive information? -Ignore the observer perspective. You want the user's perspective. -communicating internally and externally -How can you gain information to bridge the gap of your situation to attain your goal? Baggio Ch. 4-6: -Students build upon prior knowledge and use visuals to enhance this. Can be in context to make a connection or out of context to create an unusual experience. -Learning style with help determine method of instruction: VAKOG-Visual, auditory, kinesthetic, olfactory, and gustatory. -Most people are visual learners -Cognitive load, working memory we all have limits, and we get rid of what we don't need. -Visuals should be simple so that users can focus on the important information. You don't want to overwhelm people with colors, text, or images. Design Bootcamp: -Empathize, Define, Ideate(Create), Prototype, Test -Empathize to talk about specific needs and create a dialogue -Define the problem you are trying to address -Ideate start with the obvious and work your way out -Prototype to test an idea and put it to use -Test to see what worked and what still needs working on -Show don't just talk, Be a human, Be clear, Try new things, Set goals, Be hands on, Work with others -EMPATHY: Assume a beginners mindset "what are they doing, how are they doing it, why are they doing it?" Paint a whole person picture. Clark: -instructional methods such as using facts, concepts, a process, procedure, and basic principles impact learning more than the media used. -learners need explicit training and time to practice. Note taking doesn't count as practice. -lessons have 4 parts: introduction, knowledge/learning goal, an exercise, and summary. -writing organization to optimally gain information. As teachers all we do with our students is transmit information as best we can. We use anchor charts to summarize or show how to do something. We teach students how to gain information from charts and tables in textbooks. Something I need to work on is my Design Thinking. Right now we're ramping up to the CAASPP and I'm working with a small group of students to set individual learning goals to focus on over the next few weeks. This process should really be with each student over the duration of the school year so that students can take more control over their learning. |
Catie GoldsteinInnovative Learning Master's Student. Teacher. Napper. Dog Petter. Archives
June 2019
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