Sorting and Judging Information

Sorting and Judging Information

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When designing for information using, I learned that we have to consider the following question:  How can we take information and use it for SSCCS (search, sort, create, communicate, synthesis)?  We have to teach students how to be good users of information, how to be good commenters, and how to take information and turn it into knowledge.  It's important to consider where the information came from and what it's doing to us.  As educators, we want to communicate a strong message to our students, and we must not get sucked into information overload.  It may get to the point (if it hasn't already), where it dominates our lives and it puts us in a bubble where the only information we consume is information that affirms what we already know.  I learned that we need to grab our information from as close to the source as possible and not always consume what "tastes the best".  


In class, we were asked to create a wearable technology that shares what kids need to know to be good users of information.  I now know from reading the book, The Information Diet, and listening to other groups' presentations, what these skills should look like in the real world.  Since there's so much information out there, it's important to be able to understand the benefit of narrowing down your searches or filtering through the fake stuff.  Students also need to understand how to synthesize and create/communicate their own perspective while also remaining active, managing their time/friendships, or eliminating unnecessary sources of information.  We can always improve upon our information using, and, since the internet/social media is not going away any time soon, we must learn to adjust the way we take in information so it does not control our lives.  


Moving forward, I want to teach my students how to manage their time on the computer/internet so they can complete assignments or projects without feeling overwhelmed by the plethora of sources of information out there.  I want to teach them how to search, sort, create, communicate, and synthesize while maintaining a healthy lifestyle.  Our county does a good job of narrowing down some of these resources into the LCPS Go app, but even then it can be overwhelming to students.  I want to teach students how and when to use this information for their own thinking.  Students can then use the tools to create their own source of content and it will be more meaningful to them than staring aimlessly at info that won't stimulate any cognitive growth or improvement.   

Students As Designers Principle

Students As Designers Principle

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The students as designers principle is significant because it gives students the chance to develop their own creative spirit of design.  As the teacher, it's important to help students understand the thinking/design process and to be able to take a content and express it in a specific format.  As the article ("The Creative Spirit of Design") mentioned, "Everything depends on the situation, and the skills available." Based on what we had learned so far in class, and Dr. Norton's end goal in the lesson design, it was best for her to put us in a situation where we had to design a video to share out and advertise the DOODLES program.  Not only was it an authentic activity, but it gave us a chance to build upon our background knowledge, it allowed us to construct our own, specific plan together, and then share it out with the public.  I learned that for this to take place, the teacher has to scaffold students' ability to design.  The tools presented to us, along with the modeling of the thinking skills, were necessary elements of the scaffolding process because we had to be given the opportunity to work collaboratively outside of class. The discussion board fit the goal of getting us to brainstorm our own, meaningful creation.


Prior to starting the activity, Dr. Norton played a video which taught the basics of the video creation process and the video techniques that we needed to consider.  If you're creating a lesson design, you have to evaluate the specific positive and negative affordances, and, for this specific activity, it was best to use the video (vs. a lecture) to get these points across.  Another part of the article that got my attention is that the creative spirit of design is supposed to highlight three characteristics---imagination, creation-oriented, and inter-disciplinary action.  I can now relate these characteristics to the students as designers principle because we experienced all 3 of these as we went through the design process of creating our own video.  We collaborated together to creatively use our own imaginations to design something meaningful, but that we hadn't experienced in class before.  This forced us to be innovative. 


I will continue to put students in positions to be designers so that they can develop their own creative spirit of design.  Whether they're designing their own blog, video, or solution to a STEM activity, I want students to build upon the elements of the PICKLE.  I also want them to "meaningfully shape their understanding of problems and opportunities", as Jason McDonald stated.  Lately, I have been meeting with groups of students (gr. 3-5) and I have been providing specific ed. tech tools that will give them the opportunity to design their own video as well.  Of course, I teach them the basic software skills, but then I ask that they use their background knowledge to create and share their own video that teaches and solves a real-world problem.  Their video is supposed to incorporate specific skills they're learning in class but they're not restricted to any one skill.  I'm looking forward to seeing what they come up with!

Technology: Part 2 - Topic 5

Technology: Part 2 - Topic 5

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This week, I learned that it's very important to utilize affordance analysis as an educator, especially during the early stages of your lesson design process.  I learned that you have to consider the features of the tool(s) you're using, along with your ultimate goal(s).  Ultimately, if there's a fit between the features of the tool(s) that you're thinking about using and your end goal(s), that's a good thing!  A positive affordance means that the features support and fit your goal(s), whereas a negative affordance means that the features aren't consistent with your goal(s).  Therefore, it's not a good fit.  I also learned that you have to ask yourself a couple important questions as you analyze the affordances:  First, how might that tool lead to you reaching your design goal(s)?  Second, how can I use these tools to fit my goal(s)?  I thought Dr. Norton's example involving the chair really helped me understand this notion.  Basically, certain chairs have certain features that fit better with certain goals.  One type of chair may be more effective for one person than it would be for another, especially if that person has a bad hip.  

Knowing this, I now know how this relates to technology because Google docs is great for some things but not so great for others.  If your goal was to teach students how to use publication tools for collaborative purposes, then this would be a positive affordance because the features of Google docs support and fit this end goal.  As a teacher, I have to carefully consider the benefits and weaknesses of a given tool so that I can choose the best tool for my lesson design goal.  In class, we completed an affordance analysis organizer for two different types of technology-based tools and I know that, in the end, one was far better than the other in terms of the pros outweighing the cons.  If your goal was to teach students to creatively use technology in a flexible fashion (especially for coding), the Ozbots would be far more effective than the Osmos.  Also, when matching the learning goals and tools on the chart activity, I found that although multiple tools may seem to fit a given goal, there's usually going to be one that stands out.  If you consider the affordances carefully, and you weigh the pros and cons, there will typically be one type of tool that will best allow your students to get the most out of the lesson design activity. 

This applies to me because I facilitate the use of technology throughout my school building.  It's important that I understand the tools that I'm dealing with because I want to be able to suggest options that will fit the goals of all the teachers in my building.  I also want to do this as I am designing projects for the enrichment groups that I meet with each week because certain lesson designs will require certain tools.  Looking at the big picture, I want students to experience a variety of technology tools, but I want them to experience the tools in the right situations so they get the most out of the lessons.  There's no sense in having students use technology if it's not going to be meaningful for them.     

  

Technology: Part 1 - Topic 5

Technology: Part 1 - Topic 5

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After reading The Victorian Internet and watching "The Day the Universe Changed", I learned that new technology results in new problems to solve.  There is always a huge enthusiasm for it to FIX problems of the world, but it also CREATES new problems.  This is, of course, based on whatever the new technology may be.  I learned that in The Victorian Internet, the invention of the telegraph led to a rise in issues such as an overload of communication, a dramatic rise in global drama, and an increase in wartime/military strategical implications.  Never before had society ever experienced a problem with telecommunication lines being overcrowded with messages or battle plans being altered by conversations spanning multiple countries, but times change.  Technology may expand your level and range of communication and cooperation, but it also shrinks the world, sometimes resulting in tension and arguments.  Finally, I learned that human nature is human nature, regardless of the technology that is present.  People abused the new form of technology in the past, and they'll continue, unfortunately, to abuse it in the future.  


I know that just as symbolic tools have cognitive consequences, ALL new technology has consequences as well and it's our job as teachers and facilitators to learn to regulate and manage these tools in our classrooms.  New technology can increase the abstractness of the world.  Because it can take us further and further away from direct experiences, I now know that it's extremely important for us to teach students how to relate and apply technology to these concepts and direct experiences.  The example of cash vs. credit really stuck with me.  On another note, going back to the point of "human nature is human nature (regardless of technology)--the way it plays out does" (hacking, identity theft, negative online activity, etc...), I know now, even more than ever, that teaching ethical decision making should be a top level priority.  When it comes to using new technology in the classroom, we have stress the importance of the question, how can we choose and use wisely?

In class this week, we were asked to create an infographic to drive home an important point for educators to consider when it comes to using technology in their classrooms.  Emily and I related the purpose of our infographic to a problem that audiences across the world are attempting to highlight--Common Sense Media.  With all of the problems that technology presents in today's day in age, I want to teach students the importance of using technology for POSITIVE reasons.  There are so many fantastic uses for technology, but, unfortunately, some students can't see past the negative consequences such as cyberbulling, plagiarism, or hacking.  According to a recent survey, which we included in our infographic, close to 40% of the younger generation polled thought the internet was scary.  I want to teach students in my school the importance of Common Sense Media and I will continue to do that when I push into a classroom for a lesson or when I am working with a small group of students in the library for an enrichment project.  The conversation can't stop.  It has to be an ongoing process.  I have had the chance to teach about 10 Common Sense Media lessons this year, and each lesson has focused on a different element of the curriculum.  Technology is a powerful tool, but "with great power, comes great responsibility."  I want to make this message extremely clear to the students at my school.      

Learning—The Fourth Design Principle

Learning—The Fourth Design Principle

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When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

When it comes to the learning principle, there are many different thoughts that come to my mind.  I have learned that design processes, as mentioned in the ABCS of activity, AeCTS, and SPD, should shape meaningful learning experiences for students.  As a teacher, you have to realize certain patterns so that you can help students make sense of information, which leads to them making meaning.  I know that from our discussion, Dr. Norton targeted these patterns and she broke them down into four parts to help us better understand the texts we’ve been reading.  With regard to Vygotsky, there are 6 main components of Mind in Society that we discussed.  To begin, I’ll highlight “culture” and “tools”.  I think it’s important to mention the fact that students have to learn through the context of the culture in which they’re present.  I know that in certain cultures, tools may have different uses and/or functions so you have to relate the information to your audience.  Also, teaching concepts is equivalent to teaching tools.  Students learn best by using tools in the context of the culture by “doing”.  First hand learning experiences that involve socializing, problem-solving, authentic activities, meaningful technology, etc… are more genuine and effective.  Application of material to the real world is vital, because students have to be able to contribute in their communities in ways that allow them to be a significant member of society.  Next, I’d like to discuss “language”, another key component of Vygotsky.  I learned that assigning symbols helps shape perception (language).  Dr. Norton stated that, “Language is thought, and thought is language.”  When a baby is learning a language, he/she draws attention to important features vs. non-important features to help shape categorization, attention, and memory.  Labels may be shaped by a culture, but they’re impacted by meaning.  We discussed that as a culture brings us symbolic tools, and we understand their true meaning, we internalize it.  This is another key part of Vygotsky’s principles.  When we internalize information, we use tools separate from what they stand for, we make them our own, and we use them for our own thinking.  I like to think of this as reflection.  I know that when I internalize things, and I reflect, I am more likely to make sense of certain notions and then I can utilize them for greater purposes.  We use tools in new and unique situations and this leads to higher psychological function.  Complete thought, complex thinking, and interactions coming from having a mind in society allows thought to develop.  I learned that we bring these thoughts and understandings within ourselves and our minds.  Finally, I will emphasize “play” and the “zone of proximal development”.  With the Zone of Proximal Development, students progress across tiers from “I can’t do it” to “I know it, I can do it, and I can use it independently.”  This occurs via modeling, coaching, and fading for all new learning experiences.  In the past, when I was a classroom teacher, these tiers of students were defined by the data that I collected and the observations that I made as an instructor.  One essential facet of this discussion that all teachers have to remember is that play is learning and “work” is application.  A worksheet is not is not meant for learning a concept, but for applying what was learned.  You can’t expect students to learn a concept by simply placing a worksheet in front of them, because they need to experiment and learn by “playing” with a tool.  Students need time to discover and investigate new standards and then they can see what they can do with certain rules or tools in various situations.  In a given hour of instruction, a majority of the lessons I presented to students involved 10 min. of direction instruction and 50 min. of “playing” with the material so they could take away more from the materials and it would be more pertinent to them.  With all of this in mind, I believe there are a few things that will definitely influence my practice in the future.  I want to analyze generalizable knowledge and the structures, processes, and discourse related to specific SOL’s.  I want to start doing this so that I can target the general skills students will need to complete more extensive projects that relate to OttW, PBL, Loudoun Creates, or other authentic learning experiences.  I want to encourage meaningful thinking, but I have to take the time to design these situations beforehand so I get students to where I want them to go with their learning.  I have jumped into projects much too early before, because I get excited about the possibilities, and then I end up having to pump the breaks.  I enjoyed breaking down the standard of “weather vs. climate”, and then determining the appropriate discourse (ex. putting students in the position of a landscaper/home designer in areas of various climates so they could apply their understanding of both standards to their “occupation”).  I’ll bring this up with my coaching conversations in the next few weeks.  Lately, I have developed coaching relationships the new Loudoun Creates teachers in my building so I’ll communicate this idea to them so they can also encourage “play” when it comes to using different movie-making apps (but with an end goal in mind).  I’m looking forward to seeing how this works out!

Knowledge—The Third Design Principle

Knowledge—The Third Design Principle

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This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes.  These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.       These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously.

This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes.  These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.       These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously.

This week, I learned that through concept, culture, and activity, students interact and learn through experience.  How does this happen?  The students’ “how” is by means of cognitive apprenticeship.  It provides opportunity for using, managing, and discovering knowledge.  Students learn from one another, and from experts, by observing and imitating.  The teachers’ “how” is by means of modeling, coaching, and fading (minimizing teacher-centered instruction).  I learned that situated cognition provides context to learning experiences and it makes learning ABOUT something, providing meaning.  Learning should not be isolated, and interactions in authentic situations and enculturation lead to more effective cognitive development.  When teaching, I learned that we, as teachers, need to use concepts as tools, teaching students how to USE the concept(s) in their everyday lives.  The conceptual tools, like the structures and processes, may be dependent upon the discourse that specific community uses, but the authenticity should be there no matter what.  All things considered, students need to understand the structures in order to understand the processes. 


These ideas are very important, and they add up to a lot!  For example, I know that if someone is learning about the words/language of a specific culture, they’re more likely to take away a greater understanding if they immerse themselves into that culture, learning from a primary source (vs. learning in an isolated situation via a dictionary of some sort).  In class, we participated in an activity centered on the ideas of the ABCS of Activity and the AeCTS—A Lesson Design Process, and the scenario was realistic and authentic.  I know that, during and after participating in this lesson, I was very engaged as a participant.  This is due to the fact that the lesson was relevant to a real-life issue and the product naturally flowed from the problem, making it very clear to me.  Exploring on our own and talking about components of the task in small groups gave me the chance to share what I knew, but I also took in information from my partner while collaborating.  Throughout the activity, I began to better understand the importance of “usable knowledge” and “connecting facts into webs of meaning”.  Students have to be able to use “emerging knowledge to make or form something that represents their deeper understanding”.  The narrative-discourse, in my opinion, was tremendously effective because it brought more meaning to the situation and it was captivating.  I felt as if I was having a sincere, worthwhile impact on Don and the medical diagnosis.      


These ideas will influence my practice because I will continually learn to mold the important aspects of lesson design into authentic, enriching experiences for my students.  I want to encourage thought both during learning (using elements of higher level thinking on Bloom’s Taxonomy) and after learning (via unique, exit experiences) so that the level of student engagement is higher than it has ever been before.  To spread this message throughout my school, I will emphasize the important points of the articles we read in the coaching meetings I have with specific teachers in my building.  I will provide examples of how these thoughts and notions can be put into practice right away so that learning will involve activity, concept, and culture simultaneously. 

Design: The Ends Principle

Design 

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-The Ends Principle-

        In the second session of class, I learned that design begins with a problem of practice, or a change that you wish to see occur.  When designing, you have to think about how you’re going to engage students in that specific source of content.  Yes, we have standards of learning that we need to cover, but the standards of learning are a means to get to where you want to go, with respect to educational design and engaging students to be critical thinkers and problem solvers.  In class, we reiterated the fact that processing content leads to greater retention and that it’s important to connect learning to making sense of life.  After summarizing The Saber-Tooth Curriculum, I learned that if you don’t meet the needs of students, you don’t meet the needs of society.  As teachers and instructors, we have to prepare learners to meet community needs by linking living and learning to the PICKLE.

        I can now better relate my understanding of this principle to the book, The Saber-Tooth Curriculum.  To begin, we have to teach students to be like New-Fist.  New-Fist was a thinker and an educated man.  On p. 25 of the book, Dr. Norton pointed out, "He knew how to do things his community needed to have done, and he had the energy and will to go ahead and do them."  This now stands out to me differently than it did when I was reading the book for the first time.  I can better connect this quote to the quote two pages later, on p. 27, where Peddiwell stated, "They are living what they learn, and learning what they live."  In order to better prepare students for the future, we have to design a curriculum that gives students the opportunity to learn while doing and we have to motivate students to want to learn and to make a difference.  Peddiwell writes, "It was more fun for them to engage in these purposeful activities than to play with colored stones just for the fun of it." (p. 30)  Giving students the chance to participate in authentic learning activities where they can build knowledge, construct ideas with their peers, and share their understanding with people in the community, or even the whole world, enables these future generations to piece together the importance of making meaningful contributions.  For example, students moving into a brand new school could map their area using web-based tools, research their surroundings, and use their findings to learn about natural elements of the environment that may have been displaced in the construction of their school building.  They could then create reports of awareness to share with their community and/or create clay sculptures of animals of their local area to sell.  That money could be used to benefit a local environmental agency.  Every single element of the PICKLE could be incorporated into a project such as this.  Allowing students to be the driving force in this process, however, would prove to be most effective.  "We must teach them how to think, not what to think."  (p. 90)  As implied toward the end of the book, purposeful education vs. prohibitive education is the difference between successful and struggling societies.


        Moving forward, I want to keep in mind that the five approaches to change include progress, decline, circular patterns, pendular patterns, or spiral patterns.  I do not want to find myself regressing as an educator.  Instead, as mentioned on p. 37 of The Saber-Tooth Curriculum, I want to be like the people of the old New-Fist breed.  In certain moments, as times change, adjustments have to be made.  Flexibility is vital.  I don't want to be afraid to think outside of the box to make educational design decisions that will benefit my students.  I want to set clear expectations without hindering students' thinking skills.  AcCTS - A Lesson Design Process, pointed out that teachers can serve as a metacognitive guide, and can model the thinking process.  To me, this relates to p. 58-59 of The Saber-Tooth Curriculum because too much direction from the teacher can impede students' ability to develop a strong sense of inquiry and solving things on their own.  I want to work on this, because I sometimes find my end vision getting in the way of student creativity.  I need to learn to hand over the reigns so that I'm creating a more student-centered approach to learning.