Looking Back
As I embrace this opportunity to reflect on what I have learned this summer, the first thought that comes to the forefront of my mind is a new innovative way of a tremendous amount of learning taking place. I have learned this summer, that learning is a continuous process even for adults and embracing new knowledge transforms to new understandings. During this summer experience I learned that groups with commonalities work together to continue to push new ways of learning through participation in discussions of readings, engaging in team activities, and having fun while learning too.
This summers learning opportunity afforded me with a different to captivate student learning through the “World of Wonder” this segment provided new knowledge to the learner which could be used effectively for new learning. I also learned that as students are embarking upon new knowledge there are misconceptions that affect student learning. In the article “Misconceptions” it stated some causes of misconceptions which are preconceived notions, conceptual misunderstanding , vernacular, and factual misconceptions just to name a few. I learned that to check for misconceptions use models and drawings, even create videos to clear misconceptions as we learned how to do that in class this summer. So what we did as our example is thought about what a student would have a misconception about two plastic bottles one with liquid and the other bottle no liquid and the two bottles falling to the floor at the same time and same speed. This was done through Quickfire and video was posted to social media. What I found to be important during this summer experience about addressing misconceptions and how students can benefit from misconceptions is by growth, internalizing misconceptions, students can self- monitor, provides layers of understanding and it's an on-going assessment.
Looking back, what I found new about this experience for me as a learner, I was pushed and encouraged to take my experiences and blend with similar experiences to improve best practices. I was also encouraged to make my learning public. We shared teachable moments. As I look back on this summer experience I found new the inclusion of social media as a tool to share new learning, resources, and reflections. This new experience afforded me an opportunity to become engaged with social media as I learned to post comments to social media, read others post as well and I found this platform to be useful with building my toolbox with resources.
Opportunities were available to collaborate with my instructor to bring in our BIg Idea of similarities of our ImagineIT project to discuss how we were now going to function as a team. Some additional examples of collaboration were sharing our thoughts, ideas, or summaries of the daily readings of the articles, making Quickfire videos to post on social media while the Quickfires provided opportunities to collaborate with your group to come up with a way to solve a problem using technology and pedagogy. One of the Quickfires was creating a meme which spoke to our teaching interests and post to social media for review from our fellows. Narrowing our interest for Deep Play-Group brought about the formation of different fellows to collaborate with. Additionally, we made Quickfire for a nursery rhyme theme and through our collaboration we connected our rhyme to the TPACK framework structure.
This learning experience matters to me because the experience was engaging, collaborative, applicable, and purposeful. Examples of engagement that engaged me were video clip by TED to connect to the purpose of why we are doing this work. Also various video clips at the end of each day that connected back to the learning for the day. The use of different media was engaging . We created masks to be a symbolic representation of our character. This was so much fun!
The learning experiences were applicable because as we followed the daily course outline for each day, the activities are able to be applied into our classroom daily lessons for example, the reading of “Cosmos” and the book being divided among the groups . Groups were responsible for sharing out through a quick whip around the Big Idea of their assigned chapter. We also made Quickfires and posted to social media what we thought STEM represented for us. At our visit to the Museum of Science and Industry we used Book of WOW moments to help guide our search while at the museum. This tool booklet can for certain be applied in my classroom to help students uncover a Big Idea or use for any Science lesson with making minor adjustments to the format.
Purpose is all throughout this learning experience. My proof that supports that statement is each fellow shared technology tips that were purposeful to support the work we do. So now we have a toolkit of technology tips to push creative students to be innovative in their learning. Another purposeful lesson was the “Great Teaching Moment”, this was purposeful as it allowed our groups to share and teach one of our STEM lessons and collectively determine the top five commonalities of all five lessons. This experience had tremendous purpose. We made i-Images that was purposeful to set the tone of our Imagine IT projects. These i-Images provides viewers a visualization along with a quote or message to capture the essence of the image and how it relates and has a purpose to the Big Idea.
Looking Forward
This summer’s experience has influenced me in the future by empowering me to be a leader and not to be afraid of new learning and taking risk. The influence from this experience has created a plethora of resources and tools to influence my future by being equipped with articles to use as a daily resource, a new framework of structure which is known as TPACK ( Technology, Pedagogy, and Content Knowledge) which serves as foci that is consonant evolving and as it comes together with the three areas, that is the “Sweet Spot”. This summer experience will guide my influence for implementing what I am doing using context to do what I do. I will use the resources and techniques to continue to plan, and strategize, when I enter the classroom daily. If I have set up a plan and if something does not go according to the plan , I will refer back to my summer resources, techniques, and articles. It is the educator being intentional about their practice making learning fun, meaningful, and purposeful.
This experience changes what I think about teaching because of this platform learning from creative teachers is so important, has merit, and needs to be present in the classroom as mentioned in the article “Creativity Now!” taken from Educational Leadership.February 2013, Volume 70 Number 5. The article goes on to note that through The Deep Play Group Research ( Mishra, Koehler, & Henriksen, 2011;Mishra, Henricksen, & The Deep Play Research Group, 2012) has been developing ways to integrate creativity into the classroom and explore the role of teachers in enhancing students’ creative skills, their work goes beyond teaching generic techniques and seeks to genuinely embed creative approaches within disciplinary contexts. ( Mishra, Henriksen, & The Deep Play Research Group,2012).
Through this experience it is my claim that creative teaching is the reflection of creative learning. This powerful exchange occurs when the facilitator can make connections to students interest with teaching as mentioned in the article “Creativity Now!” taken from Educational Leadership. February 2013, Volume 70, Number 5. The research shows that the most accomplished innovative people in any field are also highly creative in areas outside their professional lives. ( Root-Bernstien & Bernstien, 1999, Root Bernstein, 2003).
The powerful interaction of teaching and learning has to begin with the teacher establishing opportunities to connect to real-world experiences through content to be able to foster those creative skills and abilities within the learner.
From this experience I can integrate Fine Arts in every Science unit to build capacity and purpose for cross curricula learning to dive deep and collaborate with other domains to support the interconnectedness of the subject matters in the different domains. I am using this as my platform of integration because often times students view specific subject matter in isolation and through my experience from this leadership program I know the importance to get my students to be able to view this as a new way of learning and that learning is not in isolation.
This summer learning experience had opportunities for me to practice and engage in some new ideas for teaching and learning. The improvisation session was great examples , techniques, and strategies to engage the learner. Improvisation would be implemented in my classroom in several ways to refresh content, to review, and to model learning can be fun and to conceptualize new learning. Upon returning to the classroom it is my plan to build capacity for differentiated teaching in three ways by content, process, and product. Students will engage with content differently with a focus on how it is delivered, the process will be differentiated the way it will be delivered and the product will be differentiated according to academic abilities.
It is my belief that it is important to keep track of groupings of students. During this experience afforded me opportunities to work with different fellows which brought about new learning, new styles of learning, new interests, and new intelligences. This is so important because resetting groups promotes teaching for conceptualized change. This allows for confronting students experiences. The article “ Teaching for Conceptual Change: Confronting Children’s Experience” states that allowing students to examine their own experiences and confront their inconsistencies in their theories they find a path toward a deeper understanding and ultimately able to refine their thinking and writing skills. ( Watson, Bruce, and Kopnicek, 1990). This is what I want to provide my students with the strategies as mentioned in the article “ Teaching for Conceptual Change”: Upon entering the classroom I will teach from the platform conceptual change and through this approach I will stress relevance to my students informing my students of new concepts and how the concepts relates to their everyday life. Secondly, I will continue to encourage my students to make predictions because this is essential in asking students to link their new knowledge with what they already know in order to form hypotheses. Lastly, I will stress consistency in encouraging my students to face new patterns of thought to be consistent in their thinking.
As I embrace this opportunity to reflect on what I have learned this summer, the first thought that comes to the forefront of my mind is a new innovative way of a tremendous amount of learning taking place. I have learned this summer, that learning is a continuous process even for adults and embracing new knowledge transforms to new understandings. During this summer experience I learned that groups with commonalities work together to continue to push new ways of learning through participation in discussions of readings, engaging in team activities, and having fun while learning too.
This summers learning opportunity afforded me with a different to captivate student learning through the “World of Wonder” this segment provided new knowledge to the learner which could be used effectively for new learning. I also learned that as students are embarking upon new knowledge there are misconceptions that affect student learning. In the article “Misconceptions” it stated some causes of misconceptions which are preconceived notions, conceptual misunderstanding , vernacular, and factual misconceptions just to name a few. I learned that to check for misconceptions use models and drawings, even create videos to clear misconceptions as we learned how to do that in class this summer. So what we did as our example is thought about what a student would have a misconception about two plastic bottles one with liquid and the other bottle no liquid and the two bottles falling to the floor at the same time and same speed. This was done through Quickfire and video was posted to social media. What I found to be important during this summer experience about addressing misconceptions and how students can benefit from misconceptions is by growth, internalizing misconceptions, students can self- monitor, provides layers of understanding and it's an on-going assessment.
Looking back, what I found new about this experience for me as a learner, I was pushed and encouraged to take my experiences and blend with similar experiences to improve best practices. I was also encouraged to make my learning public. We shared teachable moments. As I look back on this summer experience I found new the inclusion of social media as a tool to share new learning, resources, and reflections. This new experience afforded me an opportunity to become engaged with social media as I learned to post comments to social media, read others post as well and I found this platform to be useful with building my toolbox with resources.
Opportunities were available to collaborate with my instructor to bring in our BIg Idea of similarities of our ImagineIT project to discuss how we were now going to function as a team. Some additional examples of collaboration were sharing our thoughts, ideas, or summaries of the daily readings of the articles, making Quickfire videos to post on social media while the Quickfires provided opportunities to collaborate with your group to come up with a way to solve a problem using technology and pedagogy. One of the Quickfires was creating a meme which spoke to our teaching interests and post to social media for review from our fellows. Narrowing our interest for Deep Play-Group brought about the formation of different fellows to collaborate with. Additionally, we made Quickfire for a nursery rhyme theme and through our collaboration we connected our rhyme to the TPACK framework structure.
This learning experience matters to me because the experience was engaging, collaborative, applicable, and purposeful. Examples of engagement that engaged me were video clip by TED to connect to the purpose of why we are doing this work. Also various video clips at the end of each day that connected back to the learning for the day. The use of different media was engaging . We created masks to be a symbolic representation of our character. This was so much fun!
The learning experiences were applicable because as we followed the daily course outline for each day, the activities are able to be applied into our classroom daily lessons for example, the reading of “Cosmos” and the book being divided among the groups . Groups were responsible for sharing out through a quick whip around the Big Idea of their assigned chapter. We also made Quickfires and posted to social media what we thought STEM represented for us. At our visit to the Museum of Science and Industry we used Book of WOW moments to help guide our search while at the museum. This tool booklet can for certain be applied in my classroom to help students uncover a Big Idea or use for any Science lesson with making minor adjustments to the format.
Purpose is all throughout this learning experience. My proof that supports that statement is each fellow shared technology tips that were purposeful to support the work we do. So now we have a toolkit of technology tips to push creative students to be innovative in their learning. Another purposeful lesson was the “Great Teaching Moment”, this was purposeful as it allowed our groups to share and teach one of our STEM lessons and collectively determine the top five commonalities of all five lessons. This experience had tremendous purpose. We made i-Images that was purposeful to set the tone of our Imagine IT projects. These i-Images provides viewers a visualization along with a quote or message to capture the essence of the image and how it relates and has a purpose to the Big Idea.
Looking Forward
This summer’s experience has influenced me in the future by empowering me to be a leader and not to be afraid of new learning and taking risk. The influence from this experience has created a plethora of resources and tools to influence my future by being equipped with articles to use as a daily resource, a new framework of structure which is known as TPACK ( Technology, Pedagogy, and Content Knowledge) which serves as foci that is consonant evolving and as it comes together with the three areas, that is the “Sweet Spot”. This summer experience will guide my influence for implementing what I am doing using context to do what I do. I will use the resources and techniques to continue to plan, and strategize, when I enter the classroom daily. If I have set up a plan and if something does not go according to the plan , I will refer back to my summer resources, techniques, and articles. It is the educator being intentional about their practice making learning fun, meaningful, and purposeful.
This experience changes what I think about teaching because of this platform learning from creative teachers is so important, has merit, and needs to be present in the classroom as mentioned in the article “Creativity Now!” taken from Educational Leadership.February 2013, Volume 70 Number 5. The article goes on to note that through The Deep Play Group Research ( Mishra, Koehler, & Henriksen, 2011;Mishra, Henricksen, & The Deep Play Research Group, 2012) has been developing ways to integrate creativity into the classroom and explore the role of teachers in enhancing students’ creative skills, their work goes beyond teaching generic techniques and seeks to genuinely embed creative approaches within disciplinary contexts. ( Mishra, Henriksen, & The Deep Play Research Group,2012).
Through this experience it is my claim that creative teaching is the reflection of creative learning. This powerful exchange occurs when the facilitator can make connections to students interest with teaching as mentioned in the article “Creativity Now!” taken from Educational Leadership. February 2013, Volume 70, Number 5. The research shows that the most accomplished innovative people in any field are also highly creative in areas outside their professional lives. ( Root-Bernstien & Bernstien, 1999, Root Bernstein, 2003).
The powerful interaction of teaching and learning has to begin with the teacher establishing opportunities to connect to real-world experiences through content to be able to foster those creative skills and abilities within the learner.
From this experience I can integrate Fine Arts in every Science unit to build capacity and purpose for cross curricula learning to dive deep and collaborate with other domains to support the interconnectedness of the subject matters in the different domains. I am using this as my platform of integration because often times students view specific subject matter in isolation and through my experience from this leadership program I know the importance to get my students to be able to view this as a new way of learning and that learning is not in isolation.
This summer learning experience had opportunities for me to practice and engage in some new ideas for teaching and learning. The improvisation session was great examples , techniques, and strategies to engage the learner. Improvisation would be implemented in my classroom in several ways to refresh content, to review, and to model learning can be fun and to conceptualize new learning. Upon returning to the classroom it is my plan to build capacity for differentiated teaching in three ways by content, process, and product. Students will engage with content differently with a focus on how it is delivered, the process will be differentiated the way it will be delivered and the product will be differentiated according to academic abilities.
It is my belief that it is important to keep track of groupings of students. During this experience afforded me opportunities to work with different fellows which brought about new learning, new styles of learning, new interests, and new intelligences. This is so important because resetting groups promotes teaching for conceptualized change. This allows for confronting students experiences. The article “ Teaching for Conceptual Change: Confronting Children’s Experience” states that allowing students to examine their own experiences and confront their inconsistencies in their theories they find a path toward a deeper understanding and ultimately able to refine their thinking and writing skills. ( Watson, Bruce, and Kopnicek, 1990). This is what I want to provide my students with the strategies as mentioned in the article “ Teaching for Conceptual Change”: Upon entering the classroom I will teach from the platform conceptual change and through this approach I will stress relevance to my students informing my students of new concepts and how the concepts relates to their everyday life. Secondly, I will continue to encourage my students to make predictions because this is essential in asking students to link their new knowledge with what they already know in order to form hypotheses. Lastly, I will stress consistency in encouraging my students to face new patterns of thought to be consistent in their thinking.
