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.
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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. Please try to share a tool we have not yet discussed in class. Explain why you might use the tool. Outline the tool’s capacity and explain how you use the tool. Please also share (based upon your experiences NOT the product’s website) the strengths and weaknesses of the tool. How long did it take to get up to speed on how to use the tool proficiently? What worked well for you and what didn’t when using the tool with your students or for your own project? Were you using the right tool for the right job? How do you know? Something that I have used in my classroom is Plicker. It worked really well when I didn't have 1:1 chromebooks in my classroom. It is a multiple choice assessment tool that utilizes a qr code that can be scanned from your cell phone. First the teacher prints out the plicker cards for free from the website they offer different sizes based on your needs. You can opt to buy them pre-laminated or you can laminate them yourself (that's what I did). You are going to want to laminate the cards because inevitably a student will bend or crinkle the card and it won't scan as well. Students can choose A, B, C, or D depending on how they are holding the card. Cards can either stay with the students or not depending on your preference. Plicker is best for when I want to give a quick check for understanding whether it's reading comprehension, a few math problems, or voting on a project with more anonymity. The teacher creates a few questions on the website, unfortunately you can't use other people's questions like on kahoot or quizziz. Once the questions are created you can project them on a big screen for the students to see or you can read the questions/options to them if you don't have a screen. The teacher has to scan each student's code through the phone app. If a student's card isn't held completely flat it can be hard for the phone to scan. Students need practice with this part. The larger card size is easier for younger students to hold and then for the teacher to scan. Data is collected and the teacher can see how students performed question by question. The teacher can see who responded to each question and what answer they gave. The teacher can also see what percent of students got each question correct or who didn't respond. It takes about 20 minutes to create a set of 10 questions. The most time consuming part of setting up Plickers is laminating a class set of cards. Plickers are great for when you don't feel like having everyone get out a chromebook and waiting for everyone to login. They just whip out a card and you can begin. Some drawbacks are the students can guess A, B, C, or D which is the same drawback as kahoot and quizziz. You also have to be patient if someone isn't holding their card exactly right. On kahoot or quizziz students can simply click on their answer and no one can see what they're selecting. With plicker students can glance around the room to see how other students are holding their cards, so you do have to watch out for cheating. When it comes down to it plicker is another assessment tool just like kahoot or quizziz there isn't any fun music but you can add in your own pictures to suit your needs. Overall a nice tool especially if you don't have chromebooks or just need some quick feed back. We know technology/digital literacy has to be taught (we can’t rely on the theory of the digital native) yet, given your already full curriculum, how will you begin to teach digital literacy?
On 2/21 I taught part of the Common Sense Media "selfie" lesson with my 3rd graders. I started by showing them a fun picture of me holding a huge stack of our school's dragon dollars. They had the opportunity to draw their own selfies flashing all of their 3rd grade swagger. Then we had a discussion about identity, while using the CSM slides for the lesson. Students proudly shared with a partner what made them unique whether it was their culture, hobbies, or physical features. After writing about themselves students redid their selfies including new details. They came out really nice and it was a new way for us to learn about each other's backgrounds. Our school is a Positive Behavioral Interventions and Supports (PBIS) site. The framework basically emphasizes the importance of teaching how we want something done before it happens rather than correcting behaviors after they've happened. I think many of the CSM lessons on Digital Literacy would fit nicely into our PBIS block, which is roughly 30 minutes a day. Even trying out one lesson a week sounds doable. My students would benefit immensely. At 3rd grade my students are playing videos games online and unfortunately some of them are playing online with strangers. This is a big concern for me. There is a need to teach Digital Literacy so that students can be safe using tech AND use tech independently. Most Wednesdays I take the time to do CAASPP practice. 3rd grade is the first year that students take the state test online. Even though VCUSD has a district benchmark assessment that mimics the format of the CAASPP test the testing website we use doesn't have as many bells and whistles as the real deal. After diving deeper into the CCSS for Technology I know that my students need more exposure and practice with: copy/pasting pictures, typing math symbols, creating slides, finding information on spreadsheets, citations, and emailing people safely. My principal is requiring us to come up with a 7 week plan to ramp up for the CAASPP test and these are definitely on my list to work on with my students. What was your meta-cognitive process? The article is dense in content - so how did YOU make SENSE of it? What is she trying to teach? Facts? Processes? Concepts? Principles?If you had to teach this same reading 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? Sensemaking, sounds straightforward. The name is misleading. I saw a person standing in front of a pit (a literal barrier), the person had built a bridge of knowledge over the pit, so that the person could get to their goal. This made a little bit more sense to me. From my very surface level understanding of the text I took away 3 big ideas (even though I know there are more).
https://docs.google.com/document/d/1gUv76QyBn0n1ZRLEFEBkpXGG5BwFtn9ZHf-PMOqjM6Q/edit?usp=sharing ACTION RESEARCH TIMELINE
Given your students’ grade level and the subject matter you teach, consider how you can teach digital citizenship and specifically digital citizenship as it relates to to digital communication. Please provide 3 specific examples on how you might make learning digital citizenship personal for your students.
Recently I explored 3 digital citizenship resources. I was drawn to Common Sense Media and Google's Internet Be Awesome. Stanford's History Education Group seemed to be better for older students or students who are conducting research. At first I thought Google's Be Internet Awesome would be a good fit for my students. There are games and corresponding lessons, plus we use chromebooks in the classroom so it would be easy to access. However after going through the Common Sense Media tutorial I think this is going to be our best fit. Common Sense Media has a feature called nearpod. It's a live lesson feature that I think would be really interesting. Currently, we have a program that enables me to share my screen with students. Unfortunately this program isn't interactive like nearpod. From my understanding it gives instant feedback much like Kahoot. My students are very much into instant feedback. Something else my students really enjoy is hearing about my family or the lives of other teachers. I would like to create my own case study like the teacher from Denver did for her class, for my students to analyze. Last I would like to encourage students to bring this conversation home to their families. The woman that did outreach in the Berryessa School District made a great case for getting parents involved in their students' digital lives. We monitor what our students eat and who they are friends with. It's also important to be involved in what our students are involved with online. What is the role of personalized learning and competency-based learning in education today? Given your students’ grade level and the subject matter you teach, consider how and whether you can incorporate competency-based learning and/or personalized learning into your practice.
There has been a huge shift in favor of charter schools in the Vallejo City Unified school district lately. With boasts of increased computer skills, foreign language acquisition, and a higher level of rigor than public schools it's hard to make a convincing case to send your student to a public school. With a shift towards personalized learning there may be hope for public schools yet. I can work towards: lessons personalized to individuals, creating collaborative groups working on similar learning goals, and giving the power of learning back to the students. Currently VCUSD has two online programs that I use in my classroom that have lessons "personalized" to individuals. We use Imagine Math and Imagine Learning (for ELA). The way they work is that a student is introduced to a topic either be a video or pre-quiz depending on the program. The student completes work within the lesson then is able to move on by passing a post-quiz. If the student does not pass then remediation is assigned. I monitor use and if I see a student hasn't passed a lesson within 2 tries then I pull for small group. The article from Knowledge Works gave mention to putting students into collaborative groups. I think something like this could really work for my students. I could introduce a writing topic whole group then pull smalls groups as students are working on an assignment individually. Some students will need less support than others. Those students will likely only need the whole group introduction while other students may need support writing the intro, body, or conclusion. It just requires more planning than just one whole group lesson. The EdWeek article pushes to put the power back into the hands of the student in terms of deciding how long they spend on a topic, maybe that they are already familiar with. I know that I have many higher level students complain that they're bored with content that they already know. The Personalized Learning video mentioned that there may be some difficulties associated with students deciding for themselves such as: time management (something most people struggle with), students choosing the easier task, and not knowing what works best for each type of student. I'd like to give my students a choice on their next ELA performance task. They may either write an essay or create a power point supporting their opinion. Do you need to restate your essential question? Is it the same as semester one?
How did your findings influence your thinking about the bigger challenge? What do you know now? What do you need find out and how will you discover it? What data will you collect to inform you? How is your research innovative? New and scale-able Currently I'm working on the same research question. I know now that each student has different preferences in regards to how they interact with reflection. I still need to know whether calming strategies have a positive effect on test scores on in the classroom at all since students expressed that they mostly used calming strategies with peers or siblings. I know that they at least use them. Going forward each student will be reflecting in the manner they preferred (journal or conversation). I am going to compare the test scores of the students from the journal vs. conversation groups. Since CAASPP test data will not yet be available I will be using District Benchmark Assessment data to compare growth between the two groups. This research is innovative in dealing with calming testing strategies. Adverse Childhood Experience research as well as Grit research are still fairly new. Single classroom research has not been a theme in my research. Previous research also included more members of the family. -What new questions did your study results reveal?
-What did this study suggest about a larger research agenda? -What next steps might you take to expand on or extend this study? I might explore different tools for socio-emotional support. Rather than do a whole class intervention I would do a small group of students 4-6 that really need the extra regulation support. In the research that I read schools doing a check-in check-out system with students who have experienced trauma have found if really helpful. https://www.youtube.com/watch?v=MyPUY38blZQ I think I would continue to use the GoNoodle and the yoga videos, I do not think that journaling along with the videos is necessary. Journaling might be better used for students doing a check-in/check out system with me. |
Catie GoldsteinInnovative Learning Master's Student. Teacher. Napper. Dog Petter. Archives
June 2019
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