Reflective Journal Summer/Fall 2014 MSU-Wipro
Wed July 9
The morning started very hands on with breaking out into groups and finding unique pictures of ourselves to introduce to the team. As we went through the introductions it was interesting of how different we are but with real similarities as well. As educators we all want to make a difference in our student’s lives by becoming more intellectually technological to help us deliver powerful engaging lessons that our students can relate to. The articles are very powerful on many aspects. When learning doesn’t go well we have conditions that can be referred to as amnesia which is the means of forgetting what we learned. If we take learning seriously we need to be responsible for this forgetfulness. All of us have forgotten things that we learn but what can we do to ensure this is at a very limited quantity. We sometimes focus on the wrong things for student knowledge rather than the interests of the students that will drive them to be lifelong learners. New learning usually builds off of old learning so then learning doesn’t go so well with misconceptions or something that is not clearly understood we use the term fantasia. We need to change the way we deliver information and the way students attain content. Moreover we do not want students with a case of inertia, having the knowledge with nowhere to use it. Application of new knowledge allows student to connect these ideas to real life importance. This requires a risk of an unknown approach. As we gather and collaborate we will find artistic ways to teach our youth so they will take ownership and thrive. Teaching students in preparation of the current times takes skill and hard work. There are so many good tools that can help differentiate to the individual needs of the student. As the world changes so does some things that students need to know. Determining the knowledge that is worth having seems to be the constant question. One thing that is certain as an educator is that the three main types of knowledge are significant. One is not more important than the other a fine balance of foundational, humanistic, and meta knowledge complement each other.
July 10, 2014
Today we discussed the limitations of subject matter learning. We need to help students come to the table with a disciplinary mind by understanding the expertise with purpose. Students need to demonstrate an essential knowledge base using inquiry across the subject matter. Students can then put pieces together for a clearer fulfilling story and experience. A disciplinary mind depending on the discipline has a preferred form of communication. With skilled nurturing this type of thinking needs guidance and exploratory practice. Identifying the essentials and digging deep into the topics using a variety of approaches that can be tested with developed performance tasks that allow students to transfer skills taught in depth to another situation.
There have been many shifts for learning and teaching throughout time. The largest shift has been from the child as a sponge to an active constructor of learning. All the approaches to how the student learns are right and wrong because not all students learn the same way. So the old school of teacher talking and students listening, or vice versa of students actively talking and moving don’t guarantee learning is taking place. There is still a lot of question of many ways we teach the students. There is the inside-out and outside-in approach to teaching. There is much to keep in mind when you are presenting lessons to students. Content must connect to students in order to have meaning. We must remember that learning can be social so reaching out to the needs of students has to balance with understanding the backgrounds that these students come from. The times we live in has changed so how we look at it is different. A classroom environment needs to be flexible to the cultivating inquiry with significant collaboration with peers and instructor including discussion of reflection.
# can be a good resource to connect to colleagues that might be helpful to your specific area of need. So we can use hash tag as a support to our similar situations.
I have learned so much that I need to practice so I won’t forget it. I was most challenged with the video problem. Not that it was hard. The time restraint is what put me over the edge. High pressure but I did it! Not to the quality I like to produce. I am really out of my comfort zone with all the multitasking. I believe I can complete this program.
July 11, 2014
We start with a very difficult concept we call Bedford’s Law. I must study to understand. As teachers we need to filter the information for teaching and learning. The TPACK approach to teaching makes much sense. How we can get this implemented is the question. Flexibility in mind set of how to teach, how students learn, and how to break out of a comfort zone with accountability is part of the answer. Repurposing technology that is created for other reasons will become educational technology when teachers explore, create, and share. The TPACK framework makes a whole lot of sense in preparing students with skills that will prepare them with useful skills. Technological Pedagogical and Content Knowledge is a well balanced approach but I fear that teachers have such high demands that many will not find the time or energy to play with technologies to create knew repurposing ways to provide a cool educational experience to their students.
Globalization has allowed knowledge at our finger tips with readily changing technologies. Now the problems are more complicated and diverse and we need creative innovative thinkers to help solve these sophisticated issues. Again we look at a very subjective skill of creativity. Depending on the disciplinary knowledge of an individual’s expertise, creativity is influenced in different ways. As an educator I find this extremely overwhelming. I do know that all children can learn and that they do it differently so my goal will be to structure many approaches for students to explore topics or content. Ideally students will find interest and meaning so that it sticks and can be transferred to other situations which brings me to the following day of extremely eye opening concepts.
July 14, 2014
Differentiated instruction is consistently evolving. As an instructor you must know your student, respect their cultures, and tailor instruction to make meaning. Learning is not one way, it is constantly changing. Dig deep. Allow students to think outside the box. They need to broaden their perspectives and reach out of the comfort zone but with the proper support and goals in mind. Students are resilient and can adapt to new ideal ways of learning but teachers on the other hand may be more reluctant. A differentiated classroom looks much different than the traditional classroom and it takes effort and time to be successful and effective. I am going to ask administration to provide some professional development on differentiation instruction. In class we also went through the 5 lenses that we will use as we provide feedback on the lessons we observe. The first lens focuses on the teachers’ selfhood. Students are very intuitive to the teachers’ looks, actions, and mannerisms. It is important for students to feel respected and comfortable. This lens seems to be hushed rather than shouted out. Passion is contagious.
July 15, 2014
Misconceptions in science are what teachers need to be aware of and address during instruction. Knowledge of student misconceptions is a critical tool for science teachers. We seem to focus on the content and create shortcuts to cover more material but in fact students might be forming misconceptions. There are different types of misconceptions that teachers need to be aware of and provide a forum for students to confront their misconceptions. Assist students by using scientific models so they can reconstruct and internalize their knowledge.
Such great tools to use in the classroom, I really enjoyed observing the lessons. Teacher demonstrations really are interesting and helpful with modification for my classroom. I am thinking more about the NGSS and how I can implement them by using models and encouraging student to find evidence and support through argumentation.
July 16
Fantastic morning wonder of wow’s and tech tips very helpful. Second city activities were fun and how I can apply them to educational content in the classroom. Some of the activities would also serve as a form of assessment. We even talked about how you could include students that are not comfortable or verbal with improvisation. I am a little concerned with students picking up on misconceptions. The yes and- approach I understand, but correction of inadequate information is vital. I would be very careful of which activities we use and make sure there was enough time to have whole discussion on the corrections piece of the activity. I also need to scope out the management part so those students are learning and on task. I really like the creative notion just not certain how to implement. I would go slow and allow the students to gauge the amount of disciplined improvisation that we use in class.
The museum was very simulating as well providing many exhibits to help me look at my big topic in a different way. My dream it idea is to scaffold the scientific method for student independence. There are so many high school teachers that complain that students are not prepared for science investigations. Students do not know the difference between an independent and dependent variable. I want students to take responsibility for their own learning by researching a topic that interested them. They will work on each piece in a unique digital way that they will be required to complete through the process. Toward the end students will have worked on many pieces in a digital form that will be put together to produce a whole product that will be a scientific experiment that uses a type of method that they will understand and be able to present at a science night.
July 17
Conceptual change by confronting children’s experience is important and time consuming but time well spent. If students are confronted with inconsistencies in their theories against what they have experience they will continue to think and create a deeper richer understanding along the way. This helps students refine their thinking and try new things to answer more questions. We must be careful with the vocabulary. In the process of mastering a new way of thinking about a concept adding new vocabulary can be confusing. As the teacher I will promote new thinking patterns through a variety of methods. Stressing relevance, making predictions, and striving for consistency are key thinking patterns that can help with conceptual changes. It is an evolving concept that a constructivist would appreciate. I think the NGSS have created a sound framework to help guide teachers to this idea of less content but deeper understanding.
July 18
Relational understanding is the most effective for the benefit of the student. If we just say follow these rules but do not provide a reason we are only set students up for an instrumental understanding. Understanding the how and why of a math problem is best practice for the student. Think about it as the big picture rather than just a piece because we follow the rules.
Teaching of the aesthetic understanding of science makes you rethink how you teach. Children naturally use their senses to explore and learn about their surroundings so connecting content that really sticks can be achieved by creative engaging lessons. Makey-makey allows us to work and create. It forces you to think and use your creative side of your brain. The maker’s movement are risk takers. I don’t know how it works but I can show you. Push the art, music, science, any and all subjects.
July 21
I love sticky notes so today’s reading really helped me relate to this article. Make Ideas stickier has 6 traits that help guide teachers when preparing lessons. Keep it simple, throw something in that is unexpected, make it concrete and credible, bring in emotion, and try to tell a story. Basically this article brings back the same message, GET CREATIVE!!!!! The backwards design is something I eagerly need to practice. The backwards design template that I completed forced me to think differently about my big idea for the year. It really came together for how I will begin to approach this task. The pieces are coming together. I need to build some web pages on my school website to get my students started right at the first of the year.
July 22
Today was packed full and all content covered was important. Ongoing assessments weaved into the unit allows teacher to redirect the material cover based off the outcome. Frequent assessment is ideal so that students needs and misconceptions can be address. As I started to think about my dream it idea I realized that the way I set up the assignments can lead to instantaneous feedback that will drive student motivation and provide the ongoing assessment that will allow me to address any misconceptions or confusion. I can also enrich with the students that need that support so they stay motivated. Since I am setting up a digital assignment requirement at each piece I will get an immediate indication if students need more support from me.
July 23
Once again the day was filled with many great ideas and teaching strategies’ to bring back to the classroom. In my big idea I was concerned on how I would justify a clear measurement for creative projects that my students create. Today’s reading helped provide tools to help produce rubrics that will be attached to ongoing assessments. I do want to research resources to get a fair product. I also want to have a discussion with administration about this new big idea and ask for a team effort to implement at a selected grade level. Creativity can be taught and practiced for students to become confident and produce successful projects. I am excited to start this dream it project because I believe that students are naturally going to take to this new approach. I will use TPACK as I plan each piece to the big picture in the end. I think sometimes students are overwhelmed with the whole science project and want to find a book that will do all the parts for them. I think breaking down each piece will make it manageable and once they see the finished product produced they will be so proud. The finish product will not look like a typical science project because of the creative assignments for each piece. In the end students will be able to take what they learned and produce the typical science project board for display if that is what they want to complete.
My experience in the summer STEM Leadership program has left me with a great deal of technological skills that I so much needed to feel comfortable using in the classroom. Most of my students have more skill than me. Many times I was afraid because of my uncertainty. I plan to implement a digital project that contains many assignments for students to complete and then compile to produce a self directed science project. We will invite parents and the community to view these digital portfolios during a science night. This dream it project may take me a long time to complete because I see the students once a week but I will encourage my colleagues to come on board so they have support in all disciplines. As I work outside my comfort zone by engaging in different technologies I will model for the student that I am always learning. What a beautiful thing for students to realize that even the teacher can learn new things. This summer experience brought a new life to my craft which will benefit my students in the now and the future. I will have some things that work just the way I want them to and other that will need refining which will meld a better product.
I have a fresh look into a great project that will engage my not so motivated students. Once they feel some success they will get that itch to do more. Students will have the support from the whole team. This will give them a sense of continuity which will set them up for an educational sensation that most middle school students do not normally feel. Everyone feels good when there is an accomplishment that others recognize. Feeling good about oneself and their accomplishments is a great trait for students to take with them to the next level. If I can help students feel an educational awareness that they are proud of by completing a self directed researched science project then my mission is complete. I would love to share this concept with other middle school teams so more students will benefit from this type of approach. I do believe that I will need to reflect and redesign as needed but the effort will be well received.
September 13
De’ja’ Vu the strange seems familiar VS Ve’ja’ Du the familiar seems strange. This makes us mindful of the instances around us. Can we see the same thing from another perspective? Will we take that step out of the comfort zone? I received a lot of good feedback from my colleagues on how to organize my Dream It project better. I also felt my ideas were useful to others. It is great to learn from each other. I want this to take place in the classroom. Teaching includes both making the strange familiar and the familiar strange. Using a padlet wall to document Designing for Anticipation was a great exercise for me to relate and apply this concept. The toy design was certainly a useful STEM activity that left a lot of room for creativity and opportunity for collaboration. I can take the activities from today’s class and use them in the classroom across all grade levels.
December 6
World of wonders are not always positive. We must remember the impact that we have on our students. We do not want to send negativity in any form. We are trying to develop students that will stretch their minds, take risks, and become innovative thinkers.
I realize that I got a bit rusty on my video taking skills when we had 20 minutes to create our Aha moments and Take Away videos. Practice will give me the confidence. My team was amazingly helpful. Yeah team!
I have heard talk of 3 D printers even have a couple of pieces that my own child made when he was in high school, but if you asked me anything about it I would have avoided the topic. Oh my word De’ja’ Vu the strange seems familiar VS Ve’ja’ Du the familiar seems strange. I worked for 20 minutes or so in a Tinkercad program that I thoroughly enjoyed and would love to explore further. Thanks again for the exposure to all these wonderful tools. Now when the technology specialist talks about purchasing a 3D printer I feel like I can talk about how this purchase could be beneficial to the school community.
As we close for the day I am exhausted but torn that I want to do more. I love to learn all this cool stuff that I can take back to the students. The infographic poster that we created combining four book reviews is something that I can share with my students and encourage them to apply this tool.
This program has been so rewarding to me and my students will benefit from the knowledge that I am acquiring. Had a spectacular weekend on campus! I feel the Spartan Strength.
Wed July 9
The morning started very hands on with breaking out into groups and finding unique pictures of ourselves to introduce to the team. As we went through the introductions it was interesting of how different we are but with real similarities as well. As educators we all want to make a difference in our student’s lives by becoming more intellectually technological to help us deliver powerful engaging lessons that our students can relate to. The articles are very powerful on many aspects. When learning doesn’t go well we have conditions that can be referred to as amnesia which is the means of forgetting what we learned. If we take learning seriously we need to be responsible for this forgetfulness. All of us have forgotten things that we learn but what can we do to ensure this is at a very limited quantity. We sometimes focus on the wrong things for student knowledge rather than the interests of the students that will drive them to be lifelong learners. New learning usually builds off of old learning so then learning doesn’t go so well with misconceptions or something that is not clearly understood we use the term fantasia. We need to change the way we deliver information and the way students attain content. Moreover we do not want students with a case of inertia, having the knowledge with nowhere to use it. Application of new knowledge allows student to connect these ideas to real life importance. This requires a risk of an unknown approach. As we gather and collaborate we will find artistic ways to teach our youth so they will take ownership and thrive. Teaching students in preparation of the current times takes skill and hard work. There are so many good tools that can help differentiate to the individual needs of the student. As the world changes so does some things that students need to know. Determining the knowledge that is worth having seems to be the constant question. One thing that is certain as an educator is that the three main types of knowledge are significant. One is not more important than the other a fine balance of foundational, humanistic, and meta knowledge complement each other.
July 10, 2014
Today we discussed the limitations of subject matter learning. We need to help students come to the table with a disciplinary mind by understanding the expertise with purpose. Students need to demonstrate an essential knowledge base using inquiry across the subject matter. Students can then put pieces together for a clearer fulfilling story and experience. A disciplinary mind depending on the discipline has a preferred form of communication. With skilled nurturing this type of thinking needs guidance and exploratory practice. Identifying the essentials and digging deep into the topics using a variety of approaches that can be tested with developed performance tasks that allow students to transfer skills taught in depth to another situation.
There have been many shifts for learning and teaching throughout time. The largest shift has been from the child as a sponge to an active constructor of learning. All the approaches to how the student learns are right and wrong because not all students learn the same way. So the old school of teacher talking and students listening, or vice versa of students actively talking and moving don’t guarantee learning is taking place. There is still a lot of question of many ways we teach the students. There is the inside-out and outside-in approach to teaching. There is much to keep in mind when you are presenting lessons to students. Content must connect to students in order to have meaning. We must remember that learning can be social so reaching out to the needs of students has to balance with understanding the backgrounds that these students come from. The times we live in has changed so how we look at it is different. A classroom environment needs to be flexible to the cultivating inquiry with significant collaboration with peers and instructor including discussion of reflection.
# can be a good resource to connect to colleagues that might be helpful to your specific area of need. So we can use hash tag as a support to our similar situations.
I have learned so much that I need to practice so I won’t forget it. I was most challenged with the video problem. Not that it was hard. The time restraint is what put me over the edge. High pressure but I did it! Not to the quality I like to produce. I am really out of my comfort zone with all the multitasking. I believe I can complete this program.
July 11, 2014
We start with a very difficult concept we call Bedford’s Law. I must study to understand. As teachers we need to filter the information for teaching and learning. The TPACK approach to teaching makes much sense. How we can get this implemented is the question. Flexibility in mind set of how to teach, how students learn, and how to break out of a comfort zone with accountability is part of the answer. Repurposing technology that is created for other reasons will become educational technology when teachers explore, create, and share. The TPACK framework makes a whole lot of sense in preparing students with skills that will prepare them with useful skills. Technological Pedagogical and Content Knowledge is a well balanced approach but I fear that teachers have such high demands that many will not find the time or energy to play with technologies to create knew repurposing ways to provide a cool educational experience to their students.
Globalization has allowed knowledge at our finger tips with readily changing technologies. Now the problems are more complicated and diverse and we need creative innovative thinkers to help solve these sophisticated issues. Again we look at a very subjective skill of creativity. Depending on the disciplinary knowledge of an individual’s expertise, creativity is influenced in different ways. As an educator I find this extremely overwhelming. I do know that all children can learn and that they do it differently so my goal will be to structure many approaches for students to explore topics or content. Ideally students will find interest and meaning so that it sticks and can be transferred to other situations which brings me to the following day of extremely eye opening concepts.
July 14, 2014
Differentiated instruction is consistently evolving. As an instructor you must know your student, respect their cultures, and tailor instruction to make meaning. Learning is not one way, it is constantly changing. Dig deep. Allow students to think outside the box. They need to broaden their perspectives and reach out of the comfort zone but with the proper support and goals in mind. Students are resilient and can adapt to new ideal ways of learning but teachers on the other hand may be more reluctant. A differentiated classroom looks much different than the traditional classroom and it takes effort and time to be successful and effective. I am going to ask administration to provide some professional development on differentiation instruction. In class we also went through the 5 lenses that we will use as we provide feedback on the lessons we observe. The first lens focuses on the teachers’ selfhood. Students are very intuitive to the teachers’ looks, actions, and mannerisms. It is important for students to feel respected and comfortable. This lens seems to be hushed rather than shouted out. Passion is contagious.
July 15, 2014
Misconceptions in science are what teachers need to be aware of and address during instruction. Knowledge of student misconceptions is a critical tool for science teachers. We seem to focus on the content and create shortcuts to cover more material but in fact students might be forming misconceptions. There are different types of misconceptions that teachers need to be aware of and provide a forum for students to confront their misconceptions. Assist students by using scientific models so they can reconstruct and internalize their knowledge.
Such great tools to use in the classroom, I really enjoyed observing the lessons. Teacher demonstrations really are interesting and helpful with modification for my classroom. I am thinking more about the NGSS and how I can implement them by using models and encouraging student to find evidence and support through argumentation.
July 16
Fantastic morning wonder of wow’s and tech tips very helpful. Second city activities were fun and how I can apply them to educational content in the classroom. Some of the activities would also serve as a form of assessment. We even talked about how you could include students that are not comfortable or verbal with improvisation. I am a little concerned with students picking up on misconceptions. The yes and- approach I understand, but correction of inadequate information is vital. I would be very careful of which activities we use and make sure there was enough time to have whole discussion on the corrections piece of the activity. I also need to scope out the management part so those students are learning and on task. I really like the creative notion just not certain how to implement. I would go slow and allow the students to gauge the amount of disciplined improvisation that we use in class.
The museum was very simulating as well providing many exhibits to help me look at my big topic in a different way. My dream it idea is to scaffold the scientific method for student independence. There are so many high school teachers that complain that students are not prepared for science investigations. Students do not know the difference between an independent and dependent variable. I want students to take responsibility for their own learning by researching a topic that interested them. They will work on each piece in a unique digital way that they will be required to complete through the process. Toward the end students will have worked on many pieces in a digital form that will be put together to produce a whole product that will be a scientific experiment that uses a type of method that they will understand and be able to present at a science night.
July 17
Conceptual change by confronting children’s experience is important and time consuming but time well spent. If students are confronted with inconsistencies in their theories against what they have experience they will continue to think and create a deeper richer understanding along the way. This helps students refine their thinking and try new things to answer more questions. We must be careful with the vocabulary. In the process of mastering a new way of thinking about a concept adding new vocabulary can be confusing. As the teacher I will promote new thinking patterns through a variety of methods. Stressing relevance, making predictions, and striving for consistency are key thinking patterns that can help with conceptual changes. It is an evolving concept that a constructivist would appreciate. I think the NGSS have created a sound framework to help guide teachers to this idea of less content but deeper understanding.
July 18
Relational understanding is the most effective for the benefit of the student. If we just say follow these rules but do not provide a reason we are only set students up for an instrumental understanding. Understanding the how and why of a math problem is best practice for the student. Think about it as the big picture rather than just a piece because we follow the rules.
Teaching of the aesthetic understanding of science makes you rethink how you teach. Children naturally use their senses to explore and learn about their surroundings so connecting content that really sticks can be achieved by creative engaging lessons. Makey-makey allows us to work and create. It forces you to think and use your creative side of your brain. The maker’s movement are risk takers. I don’t know how it works but I can show you. Push the art, music, science, any and all subjects.
July 21
I love sticky notes so today’s reading really helped me relate to this article. Make Ideas stickier has 6 traits that help guide teachers when preparing lessons. Keep it simple, throw something in that is unexpected, make it concrete and credible, bring in emotion, and try to tell a story. Basically this article brings back the same message, GET CREATIVE!!!!! The backwards design is something I eagerly need to practice. The backwards design template that I completed forced me to think differently about my big idea for the year. It really came together for how I will begin to approach this task. The pieces are coming together. I need to build some web pages on my school website to get my students started right at the first of the year.
July 22
Today was packed full and all content covered was important. Ongoing assessments weaved into the unit allows teacher to redirect the material cover based off the outcome. Frequent assessment is ideal so that students needs and misconceptions can be address. As I started to think about my dream it idea I realized that the way I set up the assignments can lead to instantaneous feedback that will drive student motivation and provide the ongoing assessment that will allow me to address any misconceptions or confusion. I can also enrich with the students that need that support so they stay motivated. Since I am setting up a digital assignment requirement at each piece I will get an immediate indication if students need more support from me.
July 23
Once again the day was filled with many great ideas and teaching strategies’ to bring back to the classroom. In my big idea I was concerned on how I would justify a clear measurement for creative projects that my students create. Today’s reading helped provide tools to help produce rubrics that will be attached to ongoing assessments. I do want to research resources to get a fair product. I also want to have a discussion with administration about this new big idea and ask for a team effort to implement at a selected grade level. Creativity can be taught and practiced for students to become confident and produce successful projects. I am excited to start this dream it project because I believe that students are naturally going to take to this new approach. I will use TPACK as I plan each piece to the big picture in the end. I think sometimes students are overwhelmed with the whole science project and want to find a book that will do all the parts for them. I think breaking down each piece will make it manageable and once they see the finished product produced they will be so proud. The finish product will not look like a typical science project because of the creative assignments for each piece. In the end students will be able to take what they learned and produce the typical science project board for display if that is what they want to complete.
My experience in the summer STEM Leadership program has left me with a great deal of technological skills that I so much needed to feel comfortable using in the classroom. Most of my students have more skill than me. Many times I was afraid because of my uncertainty. I plan to implement a digital project that contains many assignments for students to complete and then compile to produce a self directed science project. We will invite parents and the community to view these digital portfolios during a science night. This dream it project may take me a long time to complete because I see the students once a week but I will encourage my colleagues to come on board so they have support in all disciplines. As I work outside my comfort zone by engaging in different technologies I will model for the student that I am always learning. What a beautiful thing for students to realize that even the teacher can learn new things. This summer experience brought a new life to my craft which will benefit my students in the now and the future. I will have some things that work just the way I want them to and other that will need refining which will meld a better product.
I have a fresh look into a great project that will engage my not so motivated students. Once they feel some success they will get that itch to do more. Students will have the support from the whole team. This will give them a sense of continuity which will set them up for an educational sensation that most middle school students do not normally feel. Everyone feels good when there is an accomplishment that others recognize. Feeling good about oneself and their accomplishments is a great trait for students to take with them to the next level. If I can help students feel an educational awareness that they are proud of by completing a self directed researched science project then my mission is complete. I would love to share this concept with other middle school teams so more students will benefit from this type of approach. I do believe that I will need to reflect and redesign as needed but the effort will be well received.
September 13
De’ja’ Vu the strange seems familiar VS Ve’ja’ Du the familiar seems strange. This makes us mindful of the instances around us. Can we see the same thing from another perspective? Will we take that step out of the comfort zone? I received a lot of good feedback from my colleagues on how to organize my Dream It project better. I also felt my ideas were useful to others. It is great to learn from each other. I want this to take place in the classroom. Teaching includes both making the strange familiar and the familiar strange. Using a padlet wall to document Designing for Anticipation was a great exercise for me to relate and apply this concept. The toy design was certainly a useful STEM activity that left a lot of room for creativity and opportunity for collaboration. I can take the activities from today’s class and use them in the classroom across all grade levels.
December 6
World of wonders are not always positive. We must remember the impact that we have on our students. We do not want to send negativity in any form. We are trying to develop students that will stretch their minds, take risks, and become innovative thinkers.
I realize that I got a bit rusty on my video taking skills when we had 20 minutes to create our Aha moments and Take Away videos. Practice will give me the confidence. My team was amazingly helpful. Yeah team!
I have heard talk of 3 D printers even have a couple of pieces that my own child made when he was in high school, but if you asked me anything about it I would have avoided the topic. Oh my word De’ja’ Vu the strange seems familiar VS Ve’ja’ Du the familiar seems strange. I worked for 20 minutes or so in a Tinkercad program that I thoroughly enjoyed and would love to explore further. Thanks again for the exposure to all these wonderful tools. Now when the technology specialist talks about purchasing a 3D printer I feel like I can talk about how this purchase could be beneficial to the school community.
As we close for the day I am exhausted but torn that I want to do more. I love to learn all this cool stuff that I can take back to the students. The infographic poster that we created combining four book reviews is something that I can share with my students and encourage them to apply this tool.
This program has been so rewarding to me and my students will benefit from the knowledge that I am acquiring. Had a spectacular weekend on campus! I feel the Spartan Strength.