This modeling can also involve examples of how creativity is not necessary in all situations,
Hmm...as a teacher of writing, I always believe that we can have voice in terms of how we decide to phrase something. can talk about levels of formality and importance of properly conveying your point for the intended audience.
Modeling creativity.
Showing our own wordpresses/discuss importance of PLN
Providing opportunities for students to solve prob-lems in groups and communicate their creative ideas to a wide range of audiences (peers, teachers, community members)
A way to foster creativity - get the peer-feedback and publish final results
Varying activities by including prompts in assign-ments, such as create, invent, discover, imagine if, and predict
Not just essays, but showing learning in multiple ways (videos, skits, creative writing, extension pieces, reflection pieces)
taking leadership roles on certain tasks
How to include student leadership? Monitoring of peer-feedback? Small groups peers - always check the work of a certain group of students? Website creation expert?
perspectives are clearly valued and not penal-ized in the classroom
SeeSaw as the intermediary - not a place to be penalized, but a place to practice real-life skills that will help you and others
mphasize the value of diverse perspectives as fuel for discussion
Peer feedback
creative thinking can be developed and nurtured in stu-dents,
Continue to do this throughout the year and you will have documentation of growth in these characteristics - tracking peer-feedback in SeeSaw and final products in Weebly
increasing student engagement and modeling of real-world application
It's exciting to give and get feedback from an authentic audience of your peers (SeeSaw) and the online forum (Weebly)
identify problems, generate potential solutions, evaluate the effectiveness of those strategies, and then communicate with others about the value of the solutions are all highly relevant to educational success, workforce effectiveness, and quality of life.
This is the editing process - identify issues in your own work and the work of others, provide solutions of how they could be solved, determine the effectiveness of the characteristics being used, and communicate this to others in an effective way (giving peer-feedback and publishing your own writing)
The next time you come across a student who doesn’t want to read, you might stop and think -- what it is they want to do? -- and consider the value in that.
Are we taking too big of a risk and gamble with this mentality? When should students make this decision? Why teach math or science then? Wouldn't the same hold true for them? Why do it if it isn't necessary for the future? Don't we read all of the time anyway? I would argue that reading and writing are important, but that we can be more intentional in including other mediums.
wants to apply new learning immediately
I see this during Professional Development all of the time. My colleagues always want the opportunity to work on the issue and implement the changes immediately.
Provide feedback that challenges learners’ as-sumptions and deepens their critical thinking.
Not sure what this would look like when leading PD
Incorporate more writing in more context
I wonder if it matters if it is online or by hand? Should this writing be collaborative and be shared with others?
complete and accurate information about the topic for discussion, be free from bias, and meet in an environment of acceptance, empathy, and trust
Showing again that making our thinking visible is important. I think that this would be easier for adults to do than children, but it is the same environment that would be ideal for my students.
ndivid-uals engaging in reflective discourse need to chal-lenge each others’ assumptions and encourage group members to consider various perspectives
This has been a major component of the learning I have done within the MAET program - my classmates and instructors challenge the way I think. This is also a goal of mine for my classroom and my students as well. Again, it doesn't seem to be a clear difference between what adults and students need. There seems to be a lot of overlap.
SDL can be difficult for adults with low-level literacy skills who may lack independence, confidence, inter-nal motivation, or resources.
Doesn't seem to be different than what is also true for students.
valuating their own learning experiences
90% of adults doing this at least once a year is not a great statistic. Once a year of evaluating our own learning is not a lot, even if the majority of people are doing this.
"culture blind," stating that the con-cept of self-directed learning and the concept of the student’s establishing a non-threatening relationship with the teacher as facilitator of learning may neglectraces and cultures that value the teacher as the pri-mary source of knowledge and direction.
I find this especially interesting. I think this goes back to the Design Process, specifically the Empathize component. We need to know our learners - what do they need and what do they expect?
Develop learning objectives based on the learn-er’s needs, interests, and skill levels
This seems to be good practice, as do many of these suggestions, for all learners. I want to meet the needs of my students as well.
Technology Knowledge (TK) refers to knowledge about both the stan-dard technologies and more advanced technologies
= ISTE standards
Figure 1. The TPACK' Framework
= We continue to see this same image for the TPACK framework, which I like. I think it would be helpful to showing teachers who may be resistant to including more technology in their practice, as it shows that it isn't meant to overtake pedagogy and content, but instead it is a supplement, a key part.
teachers must know more than the technical aspects of technology, and must understand its affordances and constraints
= The presentation on blended learning for our Wicked Problem that was done by Piotr, Kristin, and Kate made mention of the fact that a survey shows us that only 25% of recent grads from a teaching program felt comfortable to effectively use technology in their classrooms.
technologies become obsolete as quickly as they arrive. There is increased pressure on teachers to learn new ways to incorporate technology into their teaching
! I would push this statement to question what type of technologies we are talking about - technology designed for the classroom, repurposed for the classroom, or both. I want to know how quickly technology that is designed for education is changed as opposed to the technology that is maybe not designed for education, but instead repurposed.
From cell phones to Websites, from YouTube videos to multi-player games like World of War craft, technology is funda-mentally changing how we interact with information and with each other.
= This reminds me of the article I read from The Edge, as well as the articles that my classmates have presented on, all answering the question, "Is the internet changing the way that we think." Resoundingly, the answer seems to be yes.