What would your message or learning look like if you had to present it at a conference or training? What is your evolution of thought and practice? Where did you struggle in implementation and where might others also struggle? How would you address those struggles now? Think of an example of how your knowledge of TPACK is evolving your practice. In regards to TPACK I believe that this movement I am trying to make to educate my students on how to give feedback to their peers covers technological knowledge by using seesaw as a forum to conduct feedback, content knowledge by teaching students the math content and honing student's content knowledge by putting them in charge of teaching and/or giving feedback on how to make a piece of work better and encourages me to seek the pedagogical knowledge for how to move forward with implementing this new movement in my classroom. I have thought many times about what I would say to a room full of my colleagues and what I would say to them about the drive behind my capstone research project. I think that much of the mobility has come form a single quote that I have actually had a hard time pinpointing where and who it came from but the underlying message that it conveyed was influential in inspiring me to take a somewhat different approach to my capstone project.The basis of this quote was that students spend something like 90% of their time at school talking to peers. This is important because if we harness this and put it to good use we could be "cracking the code" so to speak. My interest in active listening for my research project from the first trimester has not fizzled out I do still find an interest in how we can improve active listening skills in our students but what I have come to realize is that students listening to their peers in a different way than they listen to their teacher. The main place I foresee a struggle is with the massive amount of feedback that will be given and received and how to manage all of it without feeling completely overwhelmed. This could happen for both student and teacher. The way in which I plan to tackle this is to form small groups of 2 or 3 that can comment on one another's work. This will make it easier to focus in on who commented an who's work. As far as teacher to student feedback is concerned...the teacher can meet and conference with these groups of 2-3 a few times per week to go over the feedback rubric. This will be a digital rubric on either seesaw or google docs so we wont need to fiddle with paper everywhere. In regards to the SAMR model I believe I am at the modification phase with what I hope to achieve. Seesaw is a great tool that makes it possible for students to give feedback in a way that they otherwise would not be able to do. The use of this tool in this way will help them apply their knowledge to the work of other students, analyze possible ways to improve their work and evaluate their work through the lense of another student.
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May 2019
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