Blog 9 - Group Work

I have never been a fan of group work. Why rely on someone else to do the work that I am capable of doing on my own, right? I was not a fan until this project. I feel that I have learned a lot of things about people and the way they work. Our group worked very well together for the most part. I think that giving adults directions is more nerve racking that giving one hundred and twenty fourteen year olds directions. I think that getting past my hesitations about group work has helped me understand what some of my students go through when I assign partners. It is just an interesting perspective.

Digital Storytelling

This our Digital Storytelling Workshop presentation.
Presentation

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This is our Digital Storytelling Workshop Plan.

Workshop Plan

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This is the hand out that teachers will receive at their training. It includes step by step instructions and a PLU certificate.

Digital Storytelling Handout

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Blog 8 - Supporting Creativity and Production

I found Joy Egbert’s definition of creativity is very interesting (Egbert 2009). She states that there are more than one way to define creativity, but she defines it as, “the creation of original ideas, processes, experiences, or object” (p. 130). This stood out to me because it is like the key that unlocks all types of possibilities into the human brain. It is different from critical thinking in that it is a complete process. Creativity extends from beginning to end.

Egbert, J. (2009). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, NJ: Pearson Education, Inc.

Supporting Learning with Technology

Egbert (2009) talks about supporting student critical thinking in chapter 4 of Supporting Learning with Technology (p. 98). She describes critical thinking skills as the ability to "analyze, evaluate, infer, interpret, explain and self-regulate"(p. 101). She describes how critical thinking skills are a major part of higher order thinking skills. These skills are also described in Bloom's Taxonomy. Critical thinking skills allows students and teachers who are interacting with technology to delve into the information and understand where it comes from, where it is going, and much much more. I think that these skills are skills that teachers must foster through teaching.

Blog 7 - Math Ownership

This year, I have had to step up and help out with our math department while the department chair was on maternity leave. Being in this situation has made me more involved in the planning process for my curriculum area. Last year when we would meet for content, I would just take away from each meeting what the others wanted me to do. This year I am contributing ideas and activities and I feel a greater ownership in my lessons. I think that being in a leadership role in other aspects of my job has also helped with my openness in meetings. I am very excited to continue on this path and I feel that it is beneficial for my future as an educator.

Blog 6 - Critical Thinking and Problem Solving

In the book, Supporting learning with technology: essentials of classroom practice, I thought the guidelines for designing critical thinking opportunities were very appropriate and easy to use for all different grade levels and ability levels. The guidelines show the teacher how to create the right opportunities to foster critical thinking (Egbert, 2009, p. 107). According to Egbert, you must “ask the right questions, use tasks with appropriate levels of challenge, teach strategies, and encourage curiosity.” These are things teachers have in their foundations for teaching, but sometimes are held back because of all the focus on standards based classrooms or passing the CRCT. I believe these strategies can easily fit into your everyday classroom and foster a greater understanding through critical thinking.

Egbert, J. (2009). Supporting learning with technology: essentials of classroom practice. Upper Saddle River, NJ: Pearson Education, Inc.