Tools and Resources
- http://rightquestion.org/
- http://www.presentationzen.com/presentationzen/2014/11/10-tips-for-improving-your-presentations-lectures-speeches.html
- blob:http://embed.ted.com/775146e9-b6e8-4e48-b373-8b8950a77493
- https://www.khanacademy.org/partner-content/pixar/storytelling
- http://www.presentationzen.com/presentationzen/2014/04/no-amount-of-tech-will-make-a-bad-story-good.html
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Session 3, Baggio, Clark and Dervin
First things first:Driving Question: What are the effects of positive behavior management on student generated questions in the middle school classroom?
Baggio: The Visual Connection
Baggio: The Visual Connection
- Mind / brain… what’s the difference? Mind is awareness or stream of consciousness (29) while the brain is the center of the nervous system in humans (28)
- Of course we are attracted to what we believe, so when the author states “designing instruction… is both an art and a science” I am more inclined to read with an open mind. (29)
- The Trilogy of the mind… fascinating way of looking at how we learn through:
- Affective domain: how you feel
- Cognitive domain: how you think
- Conative domain: how you naturally act
- This makes me think of QQ and my driving question. How can I rely on these three domains to encourage more questions. My external reward system works both in the affective domain and the cognitive domain. How can I use or impact the conative domain?
- What impacts learning? Simply put:
- Prior learning: what we already know and have formed patterns for (40)
- Context: provides relevance (44). Could I use Dervin’s ideas here to better provide relevance?
- Expectations: anticipation for the future, be it true or false. (45)
- Most of our school system is based on verbal skills but visual skills are predominant, 85% (49)
- I connect with writing copious notes or doodling to learn while people are speaking. (51) I personally encourage doodling while listening, much to the consternation of a fellow teacher.
- Yoga story fits this week when in a “wellness” class, the teacher used great visuals to teach/ encourage student yoga as a method of stress relief… she had 100% of students doing it for the first time (51).
- I do not use enough visuals!
- From the forward
- It is instructional methods not media that impact learning (1)
- Big claim… by using a systematic process to develop your training, you can “guarantee” your learning outcomes (5) guarantees are difficult
- Ch 1
- Instructional Systems Design... how this relates to my Capstone
- Needs assessment: students need to ask more questions
- Task analysis: define the content of the training program… by observing skilled performers… did that to develop rubric and examples
- Learning objectives: students will increase the number of quality questions they ask
- Assessment: assess the objectives… my data showed improvement
- Development: develop instructional materials… the rubric, and whole class instruction worked well
- Try out/ revision: Boys, specifically Hispanic boys, were not well represented… need more training and alternative external motivation(?)
- Implementation: implementing training on a larger scale… when we publish our Capstone, we are essentially inviting others to implement the program on a larger scale than in our own classroom
- Main take away… related to the Capstone, we have been using the Instructional System Design in our first semester. The rest of the semesters are about the ongoing evaluation, revisions, and, ultimately, implementation of the project through the Capstone
- All content can be classified as: facts, concepts, process, procedures, principles (16)
- Performance outcomes/ learning objectives should be an observable action verb (not know or understand) (17) good reminder
- Instructional Systems Design... how this relates to my Capstone
- Ch 2 Instructional Methods
- Anatomy of a lesson: introduction, knowledge, tasks, summary (sorry, nothing new here)
- Good reminder: introduction should illustrate the benefits or show the importance of the lesson to motivate the learner (29)
- Bulk of training should be focused on the application level (33)
- I find the research by Kiewra and Frank (1998) to be interesting and opposite of what I and possibly most teachers do… we demand students take the notes themselves rather than give the detailed notes (AVID strategies actually encourage active teaching of the Cornell note system) (38-39)
- From my action research last semester, I noticed that certain demographics did not get involved/ participate in the QQ club. After revisiting Dervin’s ideas I see a way to address or at least seek to understand my reluctant questioners. I see a satisfaction survey as one tool to understand how I can better meet the needs of these students.
- Further, the student’s question and questioning strategies did not spill over into other core subjects. Focusing on the user may allow me to find out why this is.
- Yet another effect could be addressed. I want to find out why the questions fall off when the incentive is removed.
- Finally I ask, can I use sense-making questions and timeline questions to better guide the extrinsic motivation reward offered toward Quality Questions?