My primary audience for the remaining of the two semesters are my students. I say this because I am still to figure out how to implement everything that I have been learning in this program. How am I going to structure my classroom now because it seems that it’s going to get a whole new “face-lift” once I implement everything that I want to with all the tech tools that I like? Of course if colleagues want to check out what I am doing I am more than willing to share out and explain things but being done with my second year of teaching I honestly feel weird or maybe even a little uncomfortable thinking that I want to be an “influence to change their practice.” As of now it seems that the best way for me to address this is to have all of my resources and information on a website I will eventually create. I think that the best overall way is to make it accessible and easy to follow for both students and colleagues. I would try to gather or create visual to back up my ideas with short videos explaining these videos by using Screencastify or Adobe Spark.
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Some of the key ideas I found from Baggio, Clark & Dervin are the following:
1. We (teachers) are the facilitators to bridge gap among content and students. 2. As students walk over “bridge” they construct their own thoughts. 3. “Bridging the gap” should allow students to use their imagination allowing to synthesize thoughts and create new concepts. 4. “How do we structure a bridge that is designed with his/her success in mind?” 5. In regards to my study, the first chapter of Clark it made me think back on how I prepared all of my tools for gathering data. How detailed was I being when constructing these tools. Was I setting goals for myself and for my students and were the goals clear? 6. Also, all the training companies do is very structured programs, just like everything I plan to do in my classroom it should be the same. The trainees are my students. 7.In the 2nd chapter of Clark, it made me think more on how I can prepare note taking in my classroom, especially since I apply the 10-2-2 AVID note taking method. My driving question is: How does digital collaboration affect mathematics achievement and engagement among English Language Learners? I feel like my driving question is still the same at this point. Some of my new “need-to-knows” are: 1. How can the new tools that I have explored in EDUC 702 support my ELL’s? 2. Will my students be open to try these new tools? 3. What is the best way to prepare to present these tools to my students? Now that we have gone through the first semester of the master’s program and have delved a bit back into action research, it has crossed my mind on how I would like to apply new instructional strategies in the classroom and then knowing if and how they are supporting my students. My experience with my study last semester felt “rushed”. I even had collected data that I ended up not using in my research paper. Even though I am not sure when I will apply another in depth study in my classroom, I think I can make sure that I collect my observations, analyze student work, or have students fill out google forms to receive qualitative feedback from the students. I now have small experience analyzing all that data so then I can apply those skills when I conduct a new instructional strategy or a new task/project with my students. I hope that this will help me understand my students better.
These first two years of teaching I have been someone who has been willing to try new things but sometimes the activities I try just don’t work. Either I didn’t learn much about the tool I used in class or my students simply didn’t react to well towards it. Even though I have been willing to try new things in the classroom I didn’t know the best ways on how to try new things or which tools would work best. This program has assisted me in fixing that. At times it does seem that there are so many programs out there that it is overwhelming but working with the C-15 family they have been great at giving me feedback and suggestions. Therefore, I plan to keep the thinking and planning methods I have been growing on in the program and practicing them in my teaching practice. Some of that practice I hope to do with colleagues at my site. I think what I am trying to say here is that the program has made me get better at reflecting at my practice with the ability to better prepare for my students learning. The program has also reminded me of how busy one can be outside of the classroom with any extracurricular activities, families, homes, and social life. My students are the exact same. Some I know have it way more difficult than me. This has helped me better support them academically with giving them the right amount of work while making sure that we are all learning and supporting each other. This week we looked again at Dervin's article and Baggio's Chapters 1 and 2. After looking at them another time it helped to make more sense of the topics and also I began to be able to make some connections between them. The following link has my notes on the article, the book and includes 4 key ideas between the two at the end of the document along with some burning questions that I might have at the moment.
Key ideas from authors/readings As I began reading the Dervin article, my meta-cognitive process was pretty vague, especially in the beginning. I kept thinking to myself that it was very repetitive but all it was trying to tell me was how to break apart and understand a study. The methodology was to study the experiences relevant to information and communication system design, management & practice. But also I would go back and think of my study a couple of months ago and how I tried to make sense of my ELL’s in my class as they worked through the project I had them do. The author made it clear that the chapter focused on the qualitative approach of a study therefore, I kept going back to the question I gave my treatment group students on the project. The question I asked was how collaboration among their group was. This was the way that I tried to make sense of the article, tying it to my study. It also made me think on how to apply these methods to my study or how I could have applied these methods to my study. Taking notes wasn’t enough. To me, it started making more sense once I was reading through some of the exemplars. Exemplar 3 was a bit of an eye opener for me. It talked about how a library was trying to figure out a way on how to entice the Hispanic community. They found that the traditional methods of publicity had failed. But the sense-making project focused on users’ of the library’s audiovisual services and provided a breakthrough for them. They asked the users of what filmed they checked out but then asked them how the video had helped them? They were able to understand the users, see their point of view, and better tolerate the crowd. This made me think back on my study because I had asked my students how collaboration went for them. I now feel that I should have had a follow up question with if they felt that the way the project was structured helped them understand the content better. Or what would they prefer to do in terms of finishing the project.
I think that if I had to teach this to my students it would be using videos on YouTube, read articles, written reflections and having Socratic seminars to really have students to think critically and have engaging conversations. I would hope that through this the entire class can get an idea of what their peers want out of each other to better support themselves to be successful in the classroom. I chose to insert the picture from the Dervin Article, Figure 6.1, to represent how at the moment I understand making sense of sense making. I liked the idea of how some one who is trying to learn something new is represented by walking across the "gap bridge" of how each step is the person takes is a specific moment in time but when there is a gap and can't move forward, then what does that person do to successfully go through the gap? That is where the human comes up with a process of sense making in order to get through the gap and eventually to the other side and their journey only continues of sense-making after that. |