Best critical Friend Forever!
In a sense larger than this class, isn't this what we all hope to have in our lives. A best friend is not someone who only cheers on our greatness, supports us in time of need, and laughs with us at our foibles, but is also someone whom we can trust to call us out when we are acting stupid, making mistakes, or just needing a wake up call. For this particular project, however, I do not need quite that much. To be a critical friend, and have a few in return, I need to first compliment what I see going well in other's projects. Next, I will seek out more information by asking probing questions to try to guide my CF to see what I see that may need improvement. Finally, I want to help my friends overcome their obstacles and point out issues that are apparent, or not, in their work. This may include becoming an editor for spelling and grammar, but based on my experience reading my peers' blogs over the last eight months, this will not be too much of an issue.
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As I researched into how my school supports educational technology, I started first with the district. I see first in the vision statement: create "an inspiring and innovative learning environment" Good start. Under District Priorities, I see under "Success for all:" "Infuse 22nd century skills in all learning environments, to include critical thinking, creativity, communication, collaboration and citizenship." Interesting that my school district is so advanced that they can predict 22nd century skills. I first thought that this was a typo until I saw it repeated in many places. For example in the LCAP goal #9, they also use 22nd century skills in the heading. Back on topic, in the LCAP goals, I see that the district does support educational technology: "Infuse 22nd Century skills into all learning environments" "Explore STEM and Maker Spaces at SHES and RLS" "Goal #10-Ensure students in Grades K-12 are being taught the digital literacy and technology skills needed to be successful in the 22nd century " "Implement Digital Technology scope and sequence in grades K-12. " Finally, I will move onto my school site and how it uses technology. After researching my school site and teacher handbook, I find no reference to a school technology vision. Since we are a small school district, I see no problem with this. In general, we are close and getting closer to following the k-12 Digital Technology Scope and Sequence for our middle school. Our school provides one-to-one computers with a school Chromebook program. At RLS, the 6th grade core teachers (Maths, Science, English, and History) are all either paperless or very close to it. This gives a strong technological base to our students. (Unfortunately, students who enter our school after 6th grade are sometimes behind the 8 ball) In the 7th grade core, we tend to use computer technology as a tool where we use and require the correct tool at the correct time- not all the time. In fact, many teachers in the 7th grade only briefly allow students one-on-one computer access in many or most of their lessons. Finally, with the 8th grade core teachers, the students are given more freedom to choose which tools they will use for their learning, presentations, and assessments. This seems to be a strong transition four our students.
T Eight months ago I learned that as part of our capstone we would need to create a video. Using the word Becky reminded me of, I perseverated on what this video could be (thanks Becky for the great word!). Even with this in the back of my mind, I had no idea what it could be until Wednesday night. Roger gave us five minutes to create a 30 second story pitch. This pitch, with a few changes and many additions became my video script. Since I had been perseverating on it for eight months and more actively musing on it for about two weeks, this came to me quickly and fairly easily.
I sent my first draft to a few peers in this cohort for review. Kelly asked me to send her my muse. Hence, my title here. I think that my muse is my cohort peers. Their thoughtful questions in class, in emails, and online help me to clarify my ideas. To those of you who read this, thank you! Regarding a video editor, I have looked at a few. Youtube editor does not excite me, but is easy. According to Tom's Guide and Techradar.com, one of the best free editors is "HitFilm 4 Express." I am interested in this as my chosen platform. After watching a review and a fairly long tutorial, I am most interested in using this free software. Finally, I am still interested in using WeVideo. I like the platform and it's ease of use. I may, ultimately, choose to put pay the $60 and use this program. Finally, to the "B-Roll." I find that the videos I like the most, have B-Rolls. I plan to have these interspersed throughout my video introduction/hook. Still exploring, Todd PS.... Cisco If the report is read too quickly, some may focus on the value of video too much. I know of a history teacher who thinks that her student learn best through video and uses videos way too often because of this. The students complain, not just because they are eighth graders, but because, in her class, they are on video overload and bored. To quote a strong student from just two months ago, "I know she is smart and can TEACH me something, but instead she is trying to let videos teach me." Telling words of wisdom. Referencing the page 18 graphic, don't forget the engagement piece. T So, I tried some add-ons.
First try: "Advanced Form Notification. " I think it will work well to let students know that they have successfully submitted a form. In the past, I have concerned students sending me emails asking whether their form was submitted successfully. This add on will save that step and make both my life and my student's life easier. One issue: you need a separate email question rather then clicking "collect email addresses" under settings (the latter does not show up in the add on). Next up: I have loaded and plan to use "form Mule" as well. The best utility that I can see is that I can set up then send out different templates in response to answers that students give. I see this as helpful especially when I want to invite students to reassess on a paragraph answer to a particular quiz I give on a form. For the form I created, I will use this if students do not answer the why part of a question. Finally: I tried "Form Ranger." What is this for? I still don't quite know. I followed the help link to no avail. I looked at YouTube videos but was not impressed. I persevered and found something that seemed very complex, but met my needs. I found how to use Form Ranger to limit the numbers of people in particular session. I think that I could use this to set up volunteer opportunities for parents and/or students. I did not use this on the form that I created, but I can see it's use when school returns in August. How can I, as an educator with something to share, find my audience and inspire change in their behaviors?
I have learned that a catchy, inspiring, or aha type of title does a lot to get me to read further. A simple message through a logo helps but is not essential (I found I paused and thought about Gottfried's logo, while I did not notice, until I looked, Vale's and Dearborn's logos). First impressions make a difference to your audience. I hope my title and logo capture my audience so that they want to read further. My audience will be fellow teachers. First, I thought my audience would be my peers in St Helena, but after this program and reading Gottfried's capstone, I see that I need to think bigger. Posting on social media will spread ideas far and wide. To be all that I want my capstone to be, I need to always remember my teachers. I need to support my audience with enough information, presented in an easy to use format so that they stay a while, or not, and leave with something that they can try within a few days! I do not want my program to be something that other teachers look at and say that it is nice, interesting, or wow. If this happens, my audience are just spectators. I want to create something that can be implemented in the classroom. If it gets re-tweeted, pinned, or posted through social media, I want people who follow these links to be inspired to act, to change their classroom dynamics, and to help their students think more by asking quality questions. If I can inspire my audience, then we can cultivate curiosity in the classroom. T Google forms are a fine tool. As our readings suggested, I think using Google Forms for homework, especially in a flipped lesson, works very well. I have noticed that when I give an internet based homework assignment I get about a 66% completion rate. This rate grows to about 75% when using Google Forms. Comparing that to a hand written assignment, I am happy with the result (often hand written assignments are turned in at a rate of 40-50%).
Ignoring the arguments for and against homework, this difference is enough to make me more inclined to use google forms for homework assignments when I assign them. I find Google forms to be fairly easy to build and work with. The changes that Google has made in the last few years have made them even easier. I will continue to use this tool when appropriate in my classroom. T 792My goal as a teacher and as a Touro student is to help students become better learners. If I can help all of my students, yes even my reluctant learners, then my goal matches a major goal of the Touro College of Education: promote social justice through education.
My hope is that by developing better questioners, my most reluctant learner group, my Hispanic boys, will gain their voice. By gaining their voice through questions, then maybe, they may become stronger learners who can change their own future and our community's future for the better. My fellow cohort members have already supported me through this process (and I hope that I have reciprocated well).
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About MeAfter teaching for 20 years, I've decided to pursue a master's degree! Archives
July 2017
CategoriesThis is me working on my classwork... usually at night after the heater is off.... sitting long times makes me cold!
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