Continue building a bridge between your practice, your action research and what you are learning. Share what inspires you, observations, reflections, experiences, connections, dilemmas
*I am inspired to pass a set of first graders on to second grade with the ability to give peer feedback and also use the feedback of others to make their work better. *My observations are that students need A LOT of scaffolding to help them to be successful. At this point and time they are not giving effective peer feedback and we have not even begun to touch on using peer feedback to help us improve our work. *connections: I know that there is a way to connect my previous action research project with my current one. I know that there is a relationship with the improvement of active listening skills and the use of peer feedback. I know that students need to engage the use of active listening skills in order to give feedback. * I have made connections between Baggio, Clark and Dervin in regards to using visuals to enhance bu not distract the learner, levity brevity and repetition as well as content is king. All of these concepts are swimming around in my head helping to create a clearer image of what would be most beneficial for the end user.
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Ch.3:Procedures- THe use of action and decision tables are helpful in organizing information for a procedure. A yes/no checklist can be helpful for this step. Ch.4: Concepts- A concept is group of objects given a common name. The process of teaching a concept entails giving a definition of what something IS and then also tacking on a series of non-examples. THe use of analogies can be helpful but a misleading analogy is more harmful than none at all. Ch.5: Facts- concrete objects, unique data, associations in statements. Use tables and lists for data, use diagrams for concrete facts, use statements for associative facts. Ch.6: Process- A process tells how something works. ( business, technical, scientific) Processes are composed of stages rather than steps. Use of flow diagrams is helpful in organizing information. It is important to frontload any concepts associated with the process beforehand. Decided on the optimum amount of detail. Below is a graph that cleared up for me what Ruth Clark was trying to tell us about the type of learning that someone is doing. Ch.6- The teaching of a process is instruction of stages rather than steps. Flow diagram/ process stage tables do this best. Having "big picture" understanding gives better troubleshooting capabilities and the interrelation of the system. Baggio Ch7 *Visuals should attract not distract. *align learning intention and learners attention *learner takes in entire slide as one visual image. *The more facts you cram in... the less the learner will absorb. Ch.8 *In order to properly meet the learning outcomes you must know your learner and how they learn best. *stay on target by matching visuals with learning objectives * your strategy should be determined by content, objectives and budget Ch.9- The Impact of Images * We are fascinated by other humans so with this in mind tha visuals that we choose to communicate with should be neutral and not distracting. * Levity, brevity and repetition are key to any presentation 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.)
From the very start my end user was the teachers that I work with. If I could not pass the knowledge on to other teachers then the good that my work had done would be wasted. I wanted to share my knowledge and know-how with other teachers so that they too could reap the benefits from it. I have had a lot of ideas over the course of the last month. All of these ideas are related to making teacher practice more fluid, more consolidated. I got to thinking that whatever I do it needs to truly be helpful. Teachers are overloaded with so much every year; New mentalities, new strategies, new content, new pedagogies. Teachers are asked to upheave their practice after they finally become confident in their practice or in a tool they are then asked to throw it away and do something else. I don't want whatever resource I am introducing these teachers be something that they smile and nod about while I am delivering the information and as soon as they leave they throw it in their " try later" bin in their brain and then it is eventually forgotten. I think that doing a tech ten presentation at the weekly staff meeting would be helpful. I can bring these great new technology tools to the teachers and give them the resources that they need to get started. I think that the best way to do this is not just to explain to them about it but wherever possible I can give them the opportunity to try these tools in my presence. That way they can ask me questions as they arise. Not only are humans visual learners but their are also hands on learners. I think that giving a teacher step by step instructions of how to use a strategy in their classroom...they best way to do this would be to have teachers come to the meeting ready to try out these tools.
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May 2019
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