Purpose of this DiscussionLearning Objectives - Facilitating Learning Through Creativity Part I
Educators will be able to
Our educational context today is drastically different than it was at the turn of the century. And, unfortunately, those changes have not all been positive. NCLB, enacted in 2001, was built upon deficit beliefs about culturally and linguistically diverse students. Ironically, the high stakes testing that was branded as a policy to help our most vulnerable student populations, has done the opposite. Over the last 17 years, there has been wide-spread adoption of regressive, scripted curriculum, particularly in schools that serve diverse students. We are witnessing how these programs are growing disengaged, dependent learners and increasing inequities in access to high-quality teaching and learning. Share an experience of yours with scripted curriculum. Identify the challenges and opportunities which it provided to your learners. My very first experience with scripted curriculum began at my very first teaching assignment. It was on the watch list and the state had just come in to help "turn it around." We were all required to use the same trade books, teaching the same lessons, the same way each day. Each lesson was scripted and we basically just read from the text book all year. It was my least favorite teaching experience. It left very little room for fun and creativity, as well as personalizing the lessons to the interests of the students in the room. We also could not move ahead if the class caught on or already knew the material. There was also this assumption that students had the same background knowledge and was already ready for the materials at hand. It did provide all students in the same grade level the same exact experience. It was definitely a great way for me to learn ALL of the curriculum for that grade level, as I had to teach it all, at the pace prescribed. The pacing was difficult for some students, and boring for many others, so I feel like the challenge of curriculum in general, is making sure to address the needs of all students with various needs in the same setting with the same curriculum. ObjectiveBy the end of this module, you should be able to: Facilitating Learning Through Creativity Part I
https://artsintegration.com/2012/05/15/ways-to-integrate-art-and-math-in-an-elementary-classroom/ 13 ways for students to make presentations: https://classtechtips.com/2023/07/26/websites-to-make-presentations/ https://classtechtips.com/2023/07/25/first-week-of-class-activity-225/ Script from podcast: https://docs.google.com/document/d/1PX98WGcYOMPSWVuvPhKgKcB-PNafpy_S4UJOqjSs0Vw/edit?usp=sharing https://www.loom.com/share/815a4e6f9eb64755a8c3a362190327e2?sid=07debb36-e1da-4c68-96f5-99591c300915
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Learning Objectives - Evaluating hardware and software with regards to instructional goals and student data privacy requirements
Educators will be able to
Discussion Prompt Data-collecting technologies are common in children’s lives, and their educational lives are no exception. The use and collection of information about children by technologies used to teach them, advise them and make predictions about their abilities have profound implications for their privacy, well-being, safety and future prospects. The impact on children of data collection and use in the educational context has only become more concerning with the shift to remote learning compelled by the COVID-19 global pandemic. While remote learning programs have provided laudable benefits to some students when classes could not otherwise take place safely, the heavy reliance on educational technology prompted by the pandemic also raises a number of questions about how student data is collected and used. What data do you collect as a teacher regarding your learners? What data does your school, district, and state collect regarding them? How do you use these data to inform your instruction and assessment of your learners? How do you protect it from its misuse by others? -DISCUSSION What data do you collect as a teacher regarding your learners? As teachers we collect a lot of data about our students. I collect a large variety of data about my students: information about their families (careers, number of siblings, student surveys about likes and dislikes, the hopes and dreams of the parents for their child, all academic benchmark data, exit tickets, quizzes, and tests, iReady diagnostic scores, reading levels, etc. What data does your school, district, and state collect regarding them? All personal identifying information and financial information that would quality them for CHIP, information regarding health, address, phone numbers, emergency contacts, siblings, birthdate, reading level, end of year testing information, WIDA test results, IEP and 504 information, etc. How do you use this data to inform your instruction and assessment of your learners? I use the data I collect in a variety of ways. Personal information helps me understand how I can best support students, if both parents work I make sure that students have homework help after school, even though it's available for all students. I survey parents' abilities and topics they wish to have help with, so that I know which students might need additional support. I use the end of year testing from previous years to help me have a better understanding of student mastery of topics, and use the BOY benchmark testing to help guide units of study for the year. It also helps me determine pacing based on which standards have been mastered already. I use diagnostics and reading levels to help me determine groupings and seating assignments. I use personal student likes/dislike surveys to help me guide lessons and make them engaging and applicable to student interest. How do you protect it from its misuse by others? Most of my data is either on paper or online, so I keep all paper copies of data locked in a cabinet and when done shred them. All data online data is protected by strong passwords that are changed often, and ensuring that unnecessary 3rd parties do not have identifying information about my students. I lock my computer when I'm not at my computer, do not share my passwords, and have strong passwords. Learning Resources - Evaluating hardware and software with regards to instructional goals and student data privacy requirements
"Encourage responsible evaluation of curated material": This means promoting critical thinking and discernment among students when they encounter curated content, such as educational resources, articles, videos, or other materials selected and presented by educators or platforms. Encouraging responsible evaluation entails teaching students to assess the reliability, credibility, and relevance of the curated content before accepting it as accurate information. Students are guided to consider the source, authorship, potential biases, and evidence supporting the material to make informed judgments about its trustworthiness and value. By fostering responsible evaluation, educators aim to develop students' information literacy skills, enabling them to distinguish between reliable information and misinformation, thereby empowering them to make well-informed decisions in their academic pursuits and beyond. "Encourage responsible evaluation and appropriate responses to others’ online communications": This involves teaching students to be thoughtful and respectful in their interactions with others on digital platforms, such as social media, messaging apps, and email. Responsible evaluation of online communications means considering the tone, intent, and accuracy of the messages before responding. It also includes recognizing and addressing harmful or inappropriate content, such as cyberbullying, hate speech, or false information, in a constructive manner. Educators guide students in developing empathy, active listening, and digital citizenship skills, promoting positive and respectful communication online. Encouraging appropriate responses to others' online communications means teaching students to engage in healthy and constructive conversations, resolve conflicts amicably, and avoid contributing to or perpetuating negative online behaviors. The goal is to foster a positive digital community where students understand the impact of their words and actions and actively work towards promoting a safe and respectful online environment. How to cite Chat GPT- Give credit where credit is due, make sure you have the correct permissions and use the
OpenAI. ChatGPT. Accessed in July 2023. [Insert URL of the platform or website] Teaching students to ensure they have the correct permissions to cite music, images, and other copyrighted materials is essential to promote responsible and ethical use of intellectual property. Here are some strategies to teach students about obtaining proper permissions for citing various types of content:
Watch my Powtoon: Wk3 Evaluate Hardware & Software- J. Tsu, 77 By the end of this module, you should be able to:
Facilitating Learning Through Collaboration
Purpose of this Discussion
Learning Objectives - Personalized Learning: Educators will be able to
In a typical classroom, you’re likely to find wide variations in student engagement: a few “fast finishers” who quickly master the material, several who are struggling to keep up, and a handful in the “Goldilocks” zone who are exactly where they need to be. Some are bored, some are frustrated, and some may be sailing along but aren’t fully invested in the experience. Personalized learning can help you reach them all. From your readings in this Module and your previous experiences, describe how you will address instruction in your class this next week (or school year) to implement a component of Personalized Instruction. -DISCUSSION
https://www.edutopia.org/article/3-myths-personalized-learning, https://www.iste.org/explore/personalized-learning/turn-your-classroom-personalized-learning-environment, https://www.edelements.com/blog/six-examples-of-what-personalized-learning-looks-like -ASSIGNMENT Link 1: "3 Myths of Personalized Learning" (edutopia.org) The article discusses and debunks three common myths surrounding personalized learning. It challenges the misconceptions that personalized learning means students always choose what they want to learn, that technology alone can fully personalize learning, and that personalized learning is an isolated experience. Instead, the article emphasizes the importance of balancing student agency with teacher guidance, using technology as a tool to support personalized learning, and fostering collaborative and social learning experiences. Link 2: "Turn Your Classroom into a Personalized Learning Environment" (iste.org) This resource offers practical tips for transforming a traditional classroom into a personalized learning environment. It suggests using digital tools and technology to differentiate instruction, allowing students to work at their own pace and choose learning pathways that align with their interests and preferences. The article also emphasizes the significance of teachers as facilitators and guides, supporting students in taking ownership of their learning journey. Link 3: "Six Examples of What Personalized Learning Looks Like" (edelements.com) The blog post provides six real-world examples of personalized learning in action. These examples showcase various approaches, such as using adaptive technology to adjust instruction to individual student needs, leveraging data to inform instructional decisions, and incorporating project-based learning to cater to students' interests and strengths. Connecting the information to the objectives:
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