When reviewing Dervin, I looked at how she discusses a time-line interview. She breaks her recording into three categories: “The Events, The Gaps, and The Helps.” I liked this visual model. “The Events” states the situation the individual is working through, “The Gaps” are the questions that individual has in order to work through their situation, and “The Helps” are what will lead to the resolution(s). These three simple categories helped illustrate the gap-bridging she was describing throughout her writing. This also reminds me to use clear visual models when designing my prototype.
Dervin stated that sense-making focuses on behavior. Behavior can be a reaction to ideas used in the past, or incorporate new ideas when an individual is placed in a new situation I believe this shows the importance of being inclusive when gathering data. Dervin talks about “The Observer Versus the Actor.” She states that the majority of our current research asks questions from an observer’s perspective. She said that we can construct a world for the users which makes things less authentic. I thought this was very helpful as we are collecting data for our capstone project. It’s important to take a step back, and focus on the actor (our students) in a more authentic way, and not pushing them into a small study to get data out of. I will be showing data that is a combination of qualitative and quantitative in order to focus on getting the complete picture of my students. The TPACK video entitled, “Intro To TPACK” by Punya Mishra provides a clear overview of this important model. The video provides a quick overview of the TPACK model after asking, “What do teachers need to know?” - The content- what is being taught - Pedagogy- how we will teach it - Technology- the tools that allow us to represent ideas and share them with one another These three components interact with one another constantly. The “sweet spot” of teaching is in when all three of these are overlapping. I liked how Mishra said how this model is the total PACKage with teaching with technology. A child has more information to knowledge now than at any other time in the human race simply through access to a search engine. Mishra brought up some important aspects of technology: - Technology changes how we teach, technology changes pedagogy - Technology also changes what we teach- the content - Technology changes the contexts that teaching and learning happen within The transformation of content due to technology is drastically different in all content areas than it was just a decade ago (i.e. math, music, science, art, history, etc.). With access to technology, students can experience alternate forms of learning. This can be through web based videos and support (like Khan Academy), through online learning (like this Master’s program), and through viewing different representations of what students are learning (like different visual representations of the Periodic Table). As educators, we know that students learn in many different modalities. Technology is a tool that can be used to help students learn in a more individualized way. It is important to remember that technology is a support to content, not a replacement of content. It should be used to strengthen our lessons and support student learning and understanding. After reviewing this video, I believe it is important for me to to highlight the technology I am using in my capstone. I used technology programs for math like Prodigy and Sumdog to support student learning. I used Google Classroom to assign videos and quizzes that were created on Google Forms in order to get immediate student feedback and provide 1:1 support. This also provides the opportunity to redesign/readjust student learning experiences based on student feedback. When designing my prototype, I began to look for ways to highlight this technology instead of just embed it into the design. It will be important to also clearly define my pedagogical design of the lessons. This includes instructional strategies like Think-Pair-Share to support collaboration. To design instruction for each individual student I have broken my content into small groups for math, and facilitated student conversation opportunities about inquiry and growth mindset in mathematics. I like the idea of clearly listing the specific pedagogical tools used in this capstone project in a list format. Finally, the content knowledge for my capstone includes studying the math curriculum before instruction, researching about inquiry and growth mindset, and applying my research to designing student instruction. It will be important for my prototype to clearly define these components as well.
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AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
May 2019
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